Study and Practice of Formative Assessment Based on Metacognitive Strategy

DOI

https://doi.org/10.2991/icmete-19.2019.11How to use a DOI?

Keywords

Metacognitive; Formative assessment; Individual differences; Rethink

Abstract

Chinese students have long been under the pressure of exam-oriented education. Although summative assessment are highly reliable, it can’t help students become self-monitoring, self-motivated and self-improving autonomous learners. At the same time, summative assessment suppresses students’ initiative of autonomous learning and innovation. This paper designs formative assessment items guided by metacognitive strategy, including: students’ self-monitoring and evaluation, and teachers’ evaluation and study efficiency evaluation. Formative assessment pays more attention to caring for students’ individual differences, dynamic and diversified development. The purpose is to improve students’ metacognitive level, making learners rethink and optimize their own learning process.

Open Access

This is an open access article distributed under the CC BY-NC license.

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TY  - CONF
AU  - Qiaomei Zhao
PY  - 2019/05
DA  - 2019/05
TI  - Study and Practice of Formative Assessment Based on Metacognitive Strategy
BT  - Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019)
PB  - Atlantis Press
SP  - 45
EP  - 48
SN  - 2352-5428
UR  - https://doi.org/10.2991/icmete-19.2019.11
DO  - https://doi.org/10.2991/icmete-19.2019.11
ID  - Zhao2019/05
ER  -