Formative Assessment in the Chinese Language Classroom

 

Meng Yuan-Yuan (孟苑苑)

Columbia University

 

Assessment generally falls into two categories: summative and formative. Summative assessment is used, at a particular point in time, to measure students’ learning outcomes in order to determine how well they have mastered certain subject matter up until that point. After the summative evaluation, a percentage score or a letter grade is usually assigned, which can be used in decisions about advancement or accountability.

 

In contrast to summative assessment, formative assessment is used to improve learning. As an integral part of the instructional process, formative assessment provides information on student progress, which teachers can use in making pedagogical decisions and modifying their pedagogical practices. The information can also be used to raise students’ metalinguistic awareness of their own development, helping them to notice gaps in their understanding and to identify ways of closing these gaps.

 

In this paper, I first review summative measures commonly found in the Chinese language classroom and discuss their advantages and disadvantages for the development of Chinese language proficiency. I then introduce certain formative assessment strategies that complement the summative measures. Finally, I make a case for the increased use of formative assessment as a way of deepening teachers’ and students’ reflection on teaching and learning, improving students’ motivation, and ultimately enhancing their learning.