![]() |
[email protected] |
![]() |
3275638434 |
![]() |
![]() |
Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
An Overview of Formative Assessment
ZHAO Congmin
Full-Text PDF
XML 419 Views
DOI:10.17265/1539-8072/2024.08.006
North China Electric Power University, Beijing, China
formative, assessment, agents, process, learning
ZHAO Congmin, An Overview of Formative Assessment, Sino-US English Teaching, August 2024, Vol. 21, No. 8, 388-391 doi:10.17265/1539-8072/2024.08.006
Assessment Reform Group (ARG). (1999). Assessment for learning: Beyond the black box. Cambridge, UK: Cambridge University, School of Education.
Assessment Reform Group (ARG). (2002). Assessment for learning: 10 principles. Cambridge, UK: Nuffield Foundation and University of Cambridge.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, Berkshire: Open University Press.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy, and Practice, 5(1), 7-74.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (Eds.). (1971). Handbook on the formative and summative evaluation of student learning. New York: McGraw-Hill.
Bourgeois, L. (2016). Supporting students’ learning: From teacher regulation to co-regulation. In D. L. L. Allal (Ed.), Assessment for learning: Meeting the challenge of implementation (pp. 345-363). Basel: Springer International.
Gulikers, J., & Baartman, L. (2016). Teachers’ formative assessment practices in the classroom: A literature review. Paper presented at the Competence Conference. Wageningen, Netherlands.
Gardner, J. (2012). Assessment and learning: An introduction. In J. Gardner (Ed.), Assessment and learning (2nd ed., pp. 1-7). London: Sage.
Gu, P. Y. (2021). An argument-based framework for validating formative assessment in the classroom. Frontiers in Education, 6, 605999.
Gu, P. Y., & Lam, R. (2023). Developing assessment literacy for classroom-based formative assessment. Chinese Journal of Applied Linguistics, 46(2), 155-161.
Gu, P. Y., & Yu, G. (2020). Researching classroom-based assessment for formative purposes. Chinese Journal of Applied Linguistics, 43(2), 150-168.
McMillan, J. H. (2003). Understanding and improving teachers’ classroom assessment decision-making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34-43.
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28, 4-13.
Ross, S. J. (2005). The impact of assessment method on foreign language proficiency growth. Applied Linguistics, 26 (3), 317-342.
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Scriven, M. (1967). The methodology of evaluation. Washington: American Educational Research Association.
Sheperd, L. A. (2000). The role of assessment in a learning culture. Educational researcher, 29(7), 4-14.
Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323-342.
Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53-82). Mahwah, NJ: Erlbaum.