‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China
This article forms the first part of an Action Research project designed to incorporate formative assessment into the culture of learning of a bilingual school in Shanghai, China. It synthesises the empirical literature on formative assessment in China to establish some of the di culties that teache...
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| Format: | Article |
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Cogent OA
2016
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| Online Access: | https://eprints.nottingham.ac.uk/48741/ |