{"title":"More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement","authors":"Yuyang Cai, Min Yang, Juanjuan Yao","doi":"10.1080/0969594X.2022.2158304","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling (MG-SEM) to examine the effects of formative assessment strategies on reading achievement across low-, medium-, and high-achievers controlling for gender and social economic status (SES) effects. The result showed that after controlling for SES and gender effects, there was significant effect of formative assessment strategies with low- and medium-reading achievers but not with high-reading achievers. Implications are drawn to inform formative assessment research and practice relevant to students’ reading achievement in CHC societies and other educational contexts.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"84 1","pages":"711 - 728"},"PeriodicalIF":2.7000,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2022.2158304","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling (MG-SEM) to examine the effects of formative assessment strategies on reading achievement across low-, medium-, and high-achievers controlling for gender and social economic status (SES) effects. The result showed that after controlling for SES and gender effects, there was significant effect of formative assessment strategies with low- and medium-reading achievers but not with high-reading achievers. Implications are drawn to inform formative assessment research and practice relevant to students’ reading achievement in CHC societies and other educational contexts.
期刊介绍：
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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