BACKGROUND During the coronavirus disease 2019(COVID-19)pandemic,traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization.In this context,it is importa...BACKGROUND During the coronavirus disease 2019(COVID-19)pandemic,traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization.In this context,it is important to investigate the necessity and effectiveness of online teaching methods for medical students.This study explored stomatology education in China to evaluate the development and challenges facing the field using massive open online courses(MOOCs)for oral medicine education during the pandemic.AIM To investigate the current situation and challenges facing stomatology education in China,and to assess the necessity and effectiveness of online teaching methods among medical students.METHODS Online courses were developed and offered on personal computers and mobile terminals.Behavioral analysis and formative assessments were conducted to evaluate the learning status of students.RESULTS The results showed that most learners had already completed MOOCs and achieved better results.Course behavior analysis and student surveys indicated that students enjoyed the learning experience.However,the development of oral MOOCs during the COVID-19 pandemic faced significant challenges.CONCLUSION This study provides insights into the potential of using MOOCs to support online professional learning and future teaching innovation,but emphasizes the need for careful design and positive feedback to ensure their success.展开更多
This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic ...This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.展开更多
Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and rel...Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and reliability of summative assessment from researchers. Presently, modern English teaching highlights the application of formative assessment, which puts great emphasis on the process development, and promotion of students' learning. It also serves as an import-ant part of the current curriculum reform. Therefore, this paper is an attempt to make further researches on formative assessment of EFL students from aspects of theory and practice.展开更多
This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
The emergence of micro-social platform provides the necessary environment and technical support for individualized mobile learning.Individualized mobile learning based on WeChat improves the efficiency of Business Eng...The emergence of micro-social platform provides the necessary environment and technical support for individualized mobile learning.Individualized mobile learning based on WeChat improves the efficiency of Business English teaching and learning.Formative assessment applies to tracking,monitoring,and assessing students’web-based self-learning process in Business English study in Zhejiang Yuexiu University of Foreign Languages.The assessment results are used to guide students’learning effort,so as to promote their autonomous learning ability,and thus make the assessment process and the teaching process an integrated whole.A formative assessment system for business English study is then established based on the research results.展开更多
This report attempts to look into assessment in higher education in the UK and in Chi- na.The focus of analysis is comparison of the current state of diagnostic and formative assess- ment in the UK and in China.Also t...This report attempts to look into assessment in higher education in the UK and in Chi- na.The focus of analysis is comparison of the current state of diagnostic and formative assess- ment in the UK and in China.Also the report discusses how diagnostic and formative assessment policy or practice in the UK can be applied to China in English teaching in higher education.Fi- nally,a plan of action for 12 months about the application of diagnostic and formative assessment in College English teaching is made.展开更多
Being increasingly implemented in China’s higher educational context,formative assessment becomes emphasized in many policy initiatives.Formative assessment in China educationally borrows many key principles from Wes...Being increasingly implemented in China’s higher educational context,formative assessment becomes emphasized in many policy initiatives.Formative assessment in China educationally borrows many key principles from Western contexts which may cause the challenges in the implementation of formative assessment in Chinese higher education from three aspects:sociocultural context,teachers’knowledge,understanding and practices of formative assessment,and students’involvements.To meet these challenges,some possible suggestions are given which may help further study on this issue.展开更多
Formative assessment originated and developed in a Western context.With its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple cont...Formative assessment originated and developed in a Western context.With its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple contexts including that of China.Research,however,reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West;rather,in many cases,it is decontextualised and recontextualised,or culturally appropriated.This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China.Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes:(1)To clarify understandings of formative assessment in the area of college English education;(2)To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements(CECR),and the gap between formative assessment initiatives at the national level and local contexts;and(3)To distill implications for policy-borrowing and effective implementation in the Chinese context.展开更多
Great transformations in technology have affected the education sector in the recent years.The mode of teaching,learning and assessment have been transformed from brick and mortar enabling Several Universities to util...Great transformations in technology have affected the education sector in the recent years.The mode of teaching,learning and assessment have been transformed from brick and mortar enabling Several Universities to utilize the Learning Management System to reach out to distance learners.Whereas student centered distance learning requires that students collaborate on their learning tasks and obtain timely feedback;this is not the practice with lecturers at universities.Their practice of using LMS does not meet students’requirements in distance learning because it is not adquently authentic.While distance learners are on the LMS,they should be able to engage with content that stimulates authentic context,authentic activity,expert performance and multiple perspectives.However,the content we see on the LMS that these distance students engage with does not portray authentic context,authentic activity,expert performance and multiple perspectives.This research seeks to answer the following question:How is content designed on MUELE platform?An action research case study was adopted where six course units were observed online and eight participants interviewed,guided by Herrington and Oliver(2000)framework for authentic learning.Data was analyzed and findings revealed that most content was not designed in line with authentic principles especially in theoretical courses which contradicts the framework for authentic learning.In conclusion,authentic learning principles provide effective guidelines for implementing teaching and assessments online.Therefore,the study recommends that;the design of content in all courses should follow the authentic learning principles,such as authentic context,authentic activity,multiple perspectives and expert performances.Lastly,teacher motivation and training on how to assess students in an online environment needs to be encouraged.展开更多
This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1...The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’affective factors.Findings from RQ2 suggest that facilitating factors including in-school continuous professional development(CPD)and teacher collegiality practices may enhance FUST’s prospective role.展开更多
The revolutionary online application ChatGPT has brought immense concerns to the education field.Foreign language teachers being some of those most reliant on writing assessments were among the most anxious,exacerbate...The revolutionary online application ChatGPT has brought immense concerns to the education field.Foreign language teachers being some of those most reliant on writing assessments were among the most anxious,exacerbated by the extensive media coverage about the much-fantasized functionality of the chatbot.Hence,the article starts by elucidating the mechanisms,functions and common misconceptions about ChatGPT.Issues and risks associated with its usage are discussed,followed by an in-depth discussion of how the chatbot can be harnessed by learners and teachers.It is argued that ChatGPT offers major opportunities for teachers and education institutes to improve second/foreign language teaching and assessments,which similarly provided researchers with an array of research opportunities,especially towards a more personalized learning experience.展开更多
The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)a...The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.展开更多
基金National Natural Science Foundation of China,No.31870971Zhejiang Medical and Health Science and Technology Plan,No.2023KY155.
文摘BACKGROUND During the coronavirus disease 2019(COVID-19)pandemic,traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization.In this context,it is important to investigate the necessity and effectiveness of online teaching methods for medical students.This study explored stomatology education in China to evaluate the development and challenges facing the field using massive open online courses(MOOCs)for oral medicine education during the pandemic.AIM To investigate the current situation and challenges facing stomatology education in China,and to assess the necessity and effectiveness of online teaching methods among medical students.METHODS Online courses were developed and offered on personal computers and mobile terminals.Behavioral analysis and formative assessments were conducted to evaluate the learning status of students.RESULTS The results showed that most learners had already completed MOOCs and achieved better results.Course behavior analysis and student surveys indicated that students enjoyed the learning experience.However,the development of oral MOOCs during the COVID-19 pandemic faced significant challenges.CONCLUSION This study provides insights into the potential of using MOOCs to support online professional learning and future teaching innovation,but emphasizes the need for careful design and positive feedback to ensure their success.
文摘This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.
文摘Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and reliability of summative assessment from researchers. Presently, modern English teaching highlights the application of formative assessment, which puts great emphasis on the process development, and promotion of students' learning. It also serves as an import-ant part of the current curriculum reform. Therefore, this paper is an attempt to make further researches on formative assessment of EFL students from aspects of theory and practice.
文摘This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
基金This research was supported by 2020 Virtual Simulation Experiment Teaching Project of Zhejiang Province and 2020 Project of Higher Education Reform of China(ZJKY5284).
文摘The emergence of micro-social platform provides the necessary environment and technical support for individualized mobile learning.Individualized mobile learning based on WeChat improves the efficiency of Business English teaching and learning.Formative assessment applies to tracking,monitoring,and assessing students’web-based self-learning process in Business English study in Zhejiang Yuexiu University of Foreign Languages.The assessment results are used to guide students’learning effort,so as to promote their autonomous learning ability,and thus make the assessment process and the teaching process an integrated whole.A formative assessment system for business English study is then established based on the research results.
文摘This report attempts to look into assessment in higher education in the UK and in Chi- na.The focus of analysis is comparison of the current state of diagnostic and formative assess- ment in the UK and in China.Also the report discusses how diagnostic and formative assessment policy or practice in the UK can be applied to China in English teaching in higher education.Fi- nally,a plan of action for 12 months about the application of diagnostic and formative assessment in College English teaching is made.
文摘Being increasingly implemented in China’s higher educational context,formative assessment becomes emphasized in many policy initiatives.Formative assessment in China educationally borrows many key principles from Western contexts which may cause the challenges in the implementation of formative assessment in Chinese higher education from three aspects:sociocultural context,teachers’knowledge,understanding and practices of formative assessment,and students’involvements.To meet these challenges,some possible suggestions are given which may help further study on this issue.
基金supported by the Shanxi Scholarship Council(No.2012-019).
文摘Formative assessment originated and developed in a Western context.With its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple contexts including that of China.Research,however,reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West;rather,in many cases,it is decontextualised and recontextualised,or culturally appropriated.This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China.Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes:(1)To clarify understandings of formative assessment in the area of college English education;(2)To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements(CECR),and the gap between formative assessment initiatives at the national level and local contexts;and(3)To distill implications for policy-borrowing and effective implementation in the Chinese context.
文摘Great transformations in technology have affected the education sector in the recent years.The mode of teaching,learning and assessment have been transformed from brick and mortar enabling Several Universities to utilize the Learning Management System to reach out to distance learners.Whereas student centered distance learning requires that students collaborate on their learning tasks and obtain timely feedback;this is not the practice with lecturers at universities.Their practice of using LMS does not meet students’requirements in distance learning because it is not adquently authentic.While distance learners are on the LMS,they should be able to engage with content that stimulates authentic context,authentic activity,expert performance and multiple perspectives.However,the content we see on the LMS that these distance students engage with does not portray authentic context,authentic activity,expert performance and multiple perspectives.This research seeks to answer the following question:How is content designed on MUELE platform?An action research case study was adopted where six course units were observed online and eight participants interviewed,guided by Herrington and Oliver(2000)framework for authentic learning.Data was analyzed and findings revealed that most content was not designed in line with authentic principles especially in theoretical courses which contradicts the framework for authentic learning.In conclusion,authentic learning principles provide effective guidelines for implementing teaching and assessments online.Therefore,the study recommends that;the design of content in all courses should follow the authentic learning principles,such as authentic context,authentic activity,multiple perspectives and expert performances.Lastly,teacher motivation and training on how to assess students in an online environment needs to be encouraged.
文摘This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
文摘The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’affective factors.Findings from RQ2 suggest that facilitating factors including in-school continuous professional development(CPD)and teacher collegiality practices may enhance FUST’s prospective role.
文摘The revolutionary online application ChatGPT has brought immense concerns to the education field.Foreign language teachers being some of those most reliant on writing assessments were among the most anxious,exacerbated by the extensive media coverage about the much-fantasized functionality of the chatbot.Hence,the article starts by elucidating the mechanisms,functions and common misconceptions about ChatGPT.Issues and risks associated with its usage are discussed,followed by an in-depth discussion of how the chatbot can be harnessed by learners and teachers.It is argued that ChatGPT offers major opportunities for teachers and education institutes to improve second/foreign language teaching and assessments,which similarly provided researchers with an array of research opportunities,especially towards a more personalized learning experience.
文摘The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.
