Reacting to the New Version of Compulsory-stage English Curriculum Standard in Mainland China: An Innovative Model of Formative Assessment
Year: 2024
Type: article
Abstract: Currently, the educational reform in compulsory-stage English teaching in China is attracting more front-line teachers’ attention. The new compulsory-stage English curriculum standard published in 2022 requires teachers to make pedagogical accommodations to adapt to the changes in English curriculum conceptions. This article makes a focal reaction to one of the major shifts in the curriculum conceptions: integrating formative assessment into classrooms and systematically introduces an innovative formative assessment model, as well as its associated one-pager for English teachers to learn how to skillfully implement this model in classrooms. The introduced model is now in the phase of theoretical assumptions, and future practice-based research needs to be conducted to examine its effectiveness in reality. In addition to this future direction, some other potential research directions are also discussed in this article.
Source: Arts Culture and Language
DOI: 10.61173/0n2zcy63
Author: Zhenduo Zhang
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405948960