Study and Practice of Formative Assessment Based on Metacognitive Strategy
Authors
Qiaomei Zhao
Corresponding Author
Qiaomei Zhao
Available Online May 2019.
- 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.
Cite this article
TY - CONF AU - Qiaomei Zhao PY - 2019/05 DA - 2019/05 TI - Study and Practice of Formative Assessment Based on Metacognitive Strategy 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 -