What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners

Datos Bibliográficos

ID21589366
AutoresYanan Zhang (0000-0003-3836-4232, Renmin University of China), Ying Zhan (0000-0002-0919-8266, Education University of Hong Kong), Zhi Hong Wan (0000-0002-8163-5862, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China, autor de correspondencia), Daner Sun (0000-0002-9813-6306, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China)
Año2024
Volumen46
Número9
Páginas858-873
Fecha de publicación2024-06-12
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInternational Journal of Science Education, Part B (JOURNAL)
Identificadores de la revistaISSN: 2154-8455 • E-ISSN: 2154-8463
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2023.2262728
OpenAlexW4387128851
IdiomaEN
Citas recibidas1
Referencias citadas55

Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overall data showed that (i) formative assessment had both direct effects on students’ science learning behaviours and indirect impacts mediated by students’ motivational beliefs and (ii) the total effect of teacher feedback on science learning behaviours was greater than adaptive instruction. The comparison between Western and East Asian datasets indicated that (i) the impact of teacher feedback on East Asian students’ motivational beliefs was greater than that on their Western counterparts, (ii) the impact of adaptive instruction on Western students’ motivational beliefs was greater than that on East Asian counterparts, and (iii) the direct impacts of teacher feedback and adaptive instruction on science learning behaviours were similar for both groups of students. Suggestions were made on how to effectively implement formative assessment to enhance science learning in different cultural contexts

Assessment for learning · Formative assessment · Mathematics education · Pedagogy · Science education · Science learning · Teaching method · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Psychology · Student Assessment and Feedback