Implications of Summative and Formative Assessment in Japan – A Review of the Current Literature

Abstract

My personal experience as a teacher in Japan has raised questions about the usefulness of both summative and formative assessment, the possible benefits of non-traditional approaches to classroom instruction, and the influence of assessment measures in the success of Japanese students. For instance, the use of collaborative, inquiry, task or project-based learning in Japanese high schools is nearly non-existent because of the structure of government-led educational standards, which mostly focus on preparing students for university entrance examinations. By critically looking at the latest existing literature on the uses and impact of assessment in Japanese education, this paper aims to further contribute to the discussion on the topic by elucidating possible implications for teachers and researchers who are interested in the context of Japan or similar educational settings. This paper also attempts to look at Japan’s current educational practices and how cultural tradition is woven into the integration of teaching philosophy.

Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic

“…Formative and summative assessments complement one another to promote learning. They should be influential components of the evaluation at the course and, if applicable, programme levels (Bacquet, 2020).…”

How does Online Formative Feedback Impact Student's Motivation and Self-Directed Learning Skills during the COVID-19 Pandemic?

“…Assessment can be divided into 03 types based upon its function; The first is diagnostic assessment aims to identify prior knowledge. Summative assessment provides judgment at the end of the learning process based on criteria and standards (Bacquet, 2020). The last is the formative assessment that provides teachers and students with the information needed to improve learning.…”

A qualitative study examining the critical differences in the experience of and response to formative feedback by undergraduate medical students in Japan and the UK

“…Numerous theoretical frameworks on formative feedback have been suggested, with evidence drawn largely from Anglophone contexts [ 24 – 26 ]. However, previous studies show that formative feedback is not always effective when applied to Asian contexts [ 27 , 28 ]. Learners in Confucian heritage countries are thought to prioritise summative assessment at the expense of formative assessment [ 29 , 30 ].…”

“…Paper-based tests and multiple-choice questions remain the main format in traditional classrooms [ 33 ]. Furthermore, a large emphasis is placed on entrance examinations used for admissions to competitive and academically-focused high schools or universities [ 28 , 34 ]. In Japan, medical students are high school graduates [ 35 ] who undertake four years of preclinical education.…”