Objective To analyze the literatures about formative assessment both in Chinese and English with visual analysis software, and lay a foundation for subsequent research of formative assessment in education related fields in China. Methods In July 2022, the literatures on formative evaluation from January 1991 to June 2022 in CNKI, VIP Periodical, Wanfang Data and Web of Science databases were searched respectively. Citespace software was used to summarize and analyze the literatures. All of the following were analyzed including number, author, country, institution, key words, citation relationship, etc. Results A total of 5 537 Chinese articles and 5 096 English articles were included for following-up analysis. The number of Chinese articles was basically stable while English articles was significantly increased in recent years. Two teams of Dianjun Qi from China Medical University, De′an Shi from Hubei University had great influence in China while Black, Sadler had the greatest influence internationally. The United States, the United Kingdom and Australia were the top three countries publishing most literatures. The Xinjiang Medical University and University of Minnesota published most literatures in Chinese and in English respectively. College English, teaching evaluation, teaching reform and formative assessment, student, education were the key words with the highest frequencies in Chinese and English literatures respectively. Recent Chinese literatures focused on flipped classroom, teaching reform, online learning while engagement, assessment literacy, student perception were the focuses of English literatures in recent years. Conclusions The focus and trend of formative assessment research in China and abroad have many differences and our research direction is not clear enough. We should carry out more systematic planning of formative evaluation research and promote the healthy development of education, especially in medical education.
Qian Neng
,
Zhou Hongkun
,
Yu Qingjiang
. Visual analysis of formative assessment and inspiration of medical education[J]. Chinese Journal of Medical Education, 2023
, 43(11)
: 861
-865
.
DOI: 10.3760/cma.j.cn115259-20221122-01466
[1] 张进, 杨立斌, 张淑娥, 等. 形成性评价在本科临床医学教育中的实施现状与提升策略[J]. 中华医学教育杂志, 2021, 41(4): 372-375. DOI: 10.3760/cma.j.cn115259-20201014-01469.
[2] 潘赛英, 周汝云, 陈宏翔, 等. 形成性评价在住院医师核心胜任力培养中的应用探索[J].中华医学教育杂志,2023,43(6):467-470. DOI: 10.3760/cma.j.cn115259-20220906-01119.
[3] Chen C. CiteSpace II: detecting and visualizing emerging trends and transient patterns in scientific literature[J]. J Am Soc Inf Sci, 2006,57(3): 359-377. DOI: 10.1002/asi.20317.
[4] 韩颖, 赖晓全, 熊薇, 等. 基于Citespace软件的医院感染文献可视化分析[J].中华医院感染学杂志,2019,29(20):3154-3158. DOI: 10.11816/cn.ni.2019-191882.
[5] Cohen J. Statistical Power Analysis for the Behavioral Sciences[M]. 2nd ed. New York: Routledge, 1988: 1-579. DOI: 10.4324/9780203771587.
[6] Nicol DJ,Macfarlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice[J]. Stud high educ,2006,31(2): 199-218. DOI: 10.1080/03075070600572090.
[7] Hattie J,Timperley H. The power of feedback[J]. Rev Educ Res,2007,77(1):81-112. DOI: 10.3102/003465430298487.
[8] Shute VJ. Focus on formative feedback[J]. Rev Educ Res,2007,78(1):153-189. DOI:10.1002/j.2333-8504.2007.tb02053.x.
[9] Black P,Wiliam D. Developing the theory of formative assessment[J]. Educ Assess Eval Acc,2009,21(1):5-31. DOI: 10.1007/s11092-008-9068-5.
[10] Bennett RE. Formative assessment: a critical review[J]. Assess Educ: Princ Policy Pract,2011,18(1): 5-25. DOI:10.1080/0969594X.2010.513678.
[11] Wiliam D. Embedded formative assessment[M]. Bloomington: Solution Tree Press,2011,1-200.
[12] Boud D, Molloy E. Rethinking models of feedback for learning: the challenge of design[J]. Assess Eval High Edu, 2013, 38(6): 698-712. DOI: 10.1080/02602938.2012.691462.
[13] Patton MQ. Qualitative research & evaluation methods[M]. 4thed. Thousand Oaks: Sage Publications, 2014, 1-832.
[14] Carless D,Boud D. The development of student feedback literacy: enabling uptake of feedback[J]. Assess Eval High Edu, 2018,43(8):1315-1325. DOI:10.1080/02602938.2018.1463354.
[15] Black P, Wiliam D. Classroom assessment and pedagogy[J]. Assess Educ,2018,25(6):551-575. DOI: 10.1080/0969594X.2018.1441807.
