Building a Sustainable Learning Cycle: The Role of ‘the Formative Use of Summative Tests’ (FUST) in Promoting Students’ Developments

Authors

  • Jingjing Fu Beijing Royal School (Yuncheng)

DOI:

https://doi.org/10.30564/ret.v4i4.3370

Abstract

The study employed a descriptive mixed-methods qualitative case study approach. Material and interview-based data were collected from two EFL classes in a private international school in central China. Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’ affective factors. Findings from RQ2 suggest that facilitating factors including in-school continuous professional development (CPD) and teacher collegiality practices may enhance FUST’s prospective role.

Keywords:

Summative assessment (SA), Formative assessment (FA), Formative use of summative tests (FUST)

References

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Vol. 4 , Iss. 4 (November 2021)

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Articles

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