1. Introduction

This chapter introduces the concept of formative assessment and its localized interpretations and uptakes in educational settings. It explores the complexity of implementing formative assessment and the influence of different policies, politics, and cultures on its variations in situated contexts. The study aims to explore the appropriation and actualization process of a national formative assessment initiative in the College English area at a Chinese university, highlighting how the policy has been negotiated and appropriated by local actors and uncovering the locally negotiated meaning of formative assessment. The chapter emphasizes the importance of understanding the complexities involved in bringing formative assessment and its learning promises into realities in testing-dominated contexts.

2. Background

This chapter discussed the background of the introduction of formative assessment in China's education system, particularly in the College English area, and the challenges faced in implementing formative assessment policies. The chapter also highlighted the societal and disciplinary challenges to formative assessment, such as entrenched assessment traditions and high-stakes testing, as well as the changing learning culture in China.

3. The Complicated Uptake of Formative Assessment in the Chinese College English Classrooms

This chapter discussed the complicated uptake of formative assessment in Chinese college English classrooms. It revealed that there were two main approaches to formative assessment in these classrooms, including multiple assessments and process assessment. However, the adoption of formative assessment was not widespread due to various constraints. The chapter also highlighted the influence of Chinese assessment values and the testing-dominated system on the uptake of formative assessment. Reports of authentic formative assessment were also visible in some privileged universities, but not in universities with disadvantaged local settings. The chapter also introduced the research questions that the study aims to address.

4. Methodology

This chapter discusses the methodology used in the study, including the case study approach, participant selection, data collection methods, and data analysis. The case study approach was chosen to allow for in-depth investigation of the national formative assessment policy in a localized setting. The university in a mid-west province of China was selected as the case study due to its status as the best university in a disadvantaged locale. Data was collected through an individual interview with the dean and a focus group interview with six teachers, both of which were audio-recorded, transcribed, and analyzed using a constant comparison approach. Four major themes were generated from the analysis: institutional assessment policy, institutional assessment policymaking, teachers' assessment practices, and moderating factors to teachers' practices. The analysis process involved iterative discussions and reflections between researchers to ensure trustworthiness and capture the latent meaning and themes in the interview texts.

5. Findings

The dean described the institutional assessment policy as “80:20”, with the final exam accounting for 80% of the overall assessment result and the process assessment taking up the remaining 20%. The institutional assessment policy included the CET-4 and maintained a link between students’ degree certification and their CET-4 results. The external policy retained the CET-4 for quality control. The inclusion of process assessment in the internal policy aimed to direct students’ attention from test results to the learning process and improve teaching quality, although teachers had concerns about teacher capacity and management. Teachers assessed their students based on the institutional internal assessment policy, with attendance, assignment, and classroom performance being the main criteria. Teachers varied in their approaches to assessment, with some adopting flexible handling of special cases in attendance, and others integrating assignment and classroom performance assessments. Some teachers combined peer assessment with teacher assessment in the writing task.

6. Discussion

This chapter discusses the localized appropriation and actualization of the CECR formative assessment policy at a Chinese university. The university has adopted a "two-hand" approach, implementing a largely summative assessment environment but also incorporating process assessment as the "formative" element of its summative-dominated assessment framework. Teachers varied in their understandings and practices of formative assessment, leading to proactive, reactive, or passive responses. The CECR assessment policy was reinterpreted as "process assessment," and the institutional assessment policy was reshaped and negotiated at the institutional level. The local actors, including the president, the dean, and the teachers, had shared product-oriented values and contributed to the misinterpretation of formative assessment in practice. The political power and influence of the local actors in the policy process was noticeable. It was found that the university was not alone in emphasizing CET-4 and using it as an external assessment, and the misuse of formative assessment remains largely unchanged due to lack of training/understanding and power relations.

7. Implications and Conclusion

The chapter discusses the implications of the findings for assessment policymaking and implementation at the institutional level, emphasizing the need for a bottom-up approach, sustained support from the national level, and more precise and adaptive suggestions for universities with different backgrounds and student groups. It also highlights the importance of avoiding the overuse or improper uptake of power, facilitating effective dialogues with teachers, promoting peer cooperation in teaching and research, and striving for a balanced integration of formative and summative assessment functions. The chapter concludes by emphasizing the urgency of changing the current assessment practice and culture in China and the need to handle the power-process nexus appropriately while resolving logistical constraints.