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Book Review

Classroom-Based Formative Assessment

by P. Y. Gu, Beijing, Foreign Language Teaching and Research Press, 2021, 280 pp., ¥42 (paperback), ISBN 978-7-5213-2450-1

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References

  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.
  • Black, P. (2015). Formative assessment — An optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice, 22(1), 161–177. https://doi.org/10.1080/0969594X.2014.999643
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245
  • Chen, Q. (2017). Localized representation of formative assessment in China: A regional study from a sociocultural perspective. Frontiers of Education in China, 12(1), 75–97. https://doi.org/10.3868/s110-006-017-0005-9
  • Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. Falmer Press.
  • Gu, P. Y. (2014). The unbearable lightness of the curriculum: What drives the assessment practices of a teacher of English as a foreign language in a Chinese secondary school? Assessment in Education: Principles, Policy & Practice, 21(3), 286–305. https://doi.org/10.1080/0969594X.2013.836076
  • Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120. https://doi.org/10.1080/15434303.2019.1674855
  • Lewkowicz, J., & Leung, C. (2021). Classroom-based assessment. Language Teaching, 54(1), 47–57. https://doi.org/10.1017/S0261444820000506

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