Enhancing Educational Outcomes through Student-Centered Formative Assessment and Peer Feedback
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Virtual Event
The assessment reform with an emphasis on formative assessment has been promoted in Hong Kong for two decades. Despite these efforts, the application of formative assessment in classrooms remains insufficient. One significant reason for this inadequacy is the neglect of the synergy between teacher-directed formative assessment (Assessment-for-learning) and student-initiated formative assessment (Assessment-as-learning).
