Sichang Yum
Biographic Data
| ID | 7183905 |
|---|---|
| NAME | Sichang Yum |
| GIVEN NAMES | Sichang |
| FAMILY NAME | Yum |
| SIGNATURE | YUM S |
| AFFILIATIONS | Chonnam National University Hospital |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Effect of cognitive attitude and affective attitude on formative assessment practice
Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formativ…
Teachers' self-efficacy and formative assessment of students
Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of …
No prominent works on this page.
Teachers' self-efficacy and formative assessment of students
Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of …
Effect of cognitive attitude and affective attitude on formative assessment practice
Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formativ…
Formative assessment (2 works) · Pedagogy (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Applied Psychology (1 work) · Applied Psychology (1 work) · China (1 work) · Cognition (1 work) · Educational Assessment and Improvement (1 work) · Knowledge survey (1 work)