Developing Assessment Literacy for Classroom-Based Formative Assessment

Peter Yongqi Gu, Ricky Lam

Research output: Contribution to journalJournal articlepeer-review

3 Citations (Scopus)

Abstract

Formative assessment (FA) has been increasingly recognised as a powerful tool to improve teaching and learning, and thereby increase educational effectiveness. As such, FA has been written into government directives and curriculum standards; and incorporated into teacher education programmes. At the classroom level, however, teachers have found FA a formidable task that is difficult to implement. This has been attributed to the teacher’s lack of assessment literacy, among other reasons. In this guest-editor introduction, we frame the special issue and its scope by highlighting the main issues involved. We then briefly introduce the 10 articles which we believe, taken together, advance our understanding of teacher formative assessment literacy and its development.
Original languageEnglish
Pages (from-to)155-161
Number of pages7
JournalChinese Journal of Applied Linguistics
Volume46
Issue number2
DOIs
Publication statusPublished - 8 Jun 2023

Scopus Subject Areas

  • Social Sciences(all)

User-Defined Keywords

  • formative assessment
  • teacher assessment literacy
  • teacher education

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