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Assessment in Education: Principles, Policy & Practice Volume 29, 2022 - Issue 6
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More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement

Yuyang Caia Centre for Language Education and Assessment Research (CLEAR), Shanghai University of International Business and Economics, Shanghai, ChinaORCID Iconhttps://orcid.org/0000-0002-0320-4602View further author information
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Min Yangb Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong SAR, ChinaCorrespondence[email protected]
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Juanjuan Yaoc School of Languages, Shanghai University of International Business and Economics, Shanghai, ChinaView further author information
Pages 711-728 | Received 22 Feb 2021, Accepted 07 Dec 2022, Published online: 17 Dec 2022

Citations (3)

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Read on this site (1)

Therese N. Hopfenbeck. (2022) Current controversies in educational assessment. Assessment in Education: Principles, Policy & Practice 29:6, pages 629-631.
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Articles from other publishers (2)

Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis & Tamara van Schilt-Mol. (2023) Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices. Journal of Formative Design in Learning 7:2, pages 195-207.
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Yuyang Cai, Qianwen Ge & Yan Yang. (2023) The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement. European Journal of Psychology of Education.
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