Formative Assessment in the Chinese Language
Classroom
Meng
Yuan-Yuan (孟苑苑)
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.