Hi, dear all, long time no see you, how rrrrrrrr uuuuuuu ? Looking forward to seeing you guys tomorrow. By tomorrow's meeting, I expect that I will have written a few pages for one of my assignments. Regarding to the suggestion raised by some of you that we should publish the abstract of our research study here so that we can help each other better, I think that this is a great idea. Here is a brief introduction of my research topic:
My research topic is concerning the implementation of formative assessment in the undergraduate EAP (English for academic purposes) classroom in the continuous assessment context in HK(U). According to Black & Wiliam (1998), who initiated the increasingly hot discussion on this topic about ten years ago, formative assessment refers to “all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (p.2). It is believed that this type of assessment which is indeed a normal pedagogic practice in almost every classroom, if applied appropriately, can be very useful in helping students’ learning. But it is still not very clear that under what conditions and by what means formative assessment can be implemented effectively so that students’ learning can benefit from it. Through the preliminary investigation, I have found that continuous assessment approach is widely employed in the undergraduate EAP courses in HK, which makes the proposed study even more interesting because the literature has quite different opinions about the impact of continuous assessment on formative assessment. Some researchers believe that continuous assessment provides an ideal environment for the implementation of formative assessment; the others, on the contrary, hold that continuous assessment works again formative assessment. Therefore, I’d like to conduct a study investigating a) how formative assessment is implemented in the continuous assessment context in undergraduate EAP classrooms at Hong Kong universities and b) what background factors might influence the effectiveness of formative assessment on the students' academic English learning.
Any suggestions, comments, or questions concerning my research study from you is a great favor for me and very very welcome :)
3 条评论:
u said there are two camps on the continuous assessment in formative assessment, pro and against. so is your study going to also find out whether CA is working for or against formative assessment?
Hi, Nicol,
It's a big and certainly happy surprise to see your responses to my introduction about my thesis. Thanks a lot for taking time reading and thinking about it. Actually, first, i just wanna investigate formative assessment in the academic English classroom; later when I talked to a few people and got to a little more about the courses, I found that continuous assessment is a feature of such courses. As I wrote, people haven't decided yet whether continuous assessment is inhibiting or facilitating FA. So I am interested to see how it goes in the actual classrooms. I am still at early stage of defining my research questions and focuses, which are very likely to be modified as the study goes. Any comments and suggestion would be very valuable and welcome :)
u're very welcomed. yeah i guess everyone of us need to define our research problem whether you're filling a gap, building on current research or trying to counter claim them. good luck for finding your one.
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