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Formative assessment literacy: a systematic review

Language Testing in Asia
Formative assessment literacy (FAL) has emerged as a critical component of teachers’ professional competence, yet its conceptual boundaries, theoretical underpinnings, and development pathways remain underexplored. This systematic review analyzes 20 peer-
Wanrong Lei, Zhibin Lei
exaly   +5 more sources

Developing and validating teacher formative assessment literacy questionnaire in the high-stakes examination culture: a case of China [PDF]

Frontiers in Psychology
Formative assessment faces significant challenges in its development and implementation among K–12 teachers in Confucian contexts where high-stakes examinations are prominent.
Rong Fu, Kim Koh
doaj   +2 more sources

The dynamic relationships among AI-assisted formative assessment in music teaching, feedback literacy, and music learning engagement [PDF]

Frontiers in Psychology
Artificial intelligence (AI) tools are increasingly used to provide formative feedback in music education, yet the dynamic mechanisms linking AI-supported feedback to student engagement remain insufficiently understood.
He Sun, He Sun, He Sun
doaj   +2 more sources

Understanding university English instructors’ assessment literacy: a formative assessment perspective

Language Testing in Asia
Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable.
Miaomiao Kang, Ricky Lam
doaj   +2 more sources

Enhancing organizational health literacy through pediatric clinical training: Mini-CEX–based formative assessment in case-based learning for pediatric pneumonia—a perspective [PDF]

Frontiers in Public Health
Organizational health literacy (OHL) remains a critical yet underexplored dimension of health equity, particularly at the interface between clinical training and patient care.
Sheng-nan Ge, Bing Li, Bing-yan Mu, Li-sheng Wan   +3 more
doaj   +2 more sources

Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study

Language Testing in Asia
Despite the growing recognition of formative assessment (FA) as a crucial link between teaching and learning (Wiliam, 2017), there remains a gap in understanding how factors such as age and teaching experience influence the formative assessment literacy (
Seyed Mohammad Reza Amirian
exaly   +2 more sources

Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [PDF]

Journal of English Language Teaching and Learning, 2022
The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, and English teachers of their prognostic, formative, and summative assessment literacy.
Mavadat Saidi, Mohammad Hossein Arefian
doaj   +1 more source

“Experiencing theory first-hand was delightful and informative”: Bridging the Theory-Practice Gap in Online Language Assessment Training [PDF]

Iranian Journal of Language Teaching Research, 2021
It has been argued that successful professional development efforts, especially in assessment-literacy, need to address emotional components and the existence of implicit conceptions in order to raise consciousness and ultimately transform practice (Xu
Marie Alina YEO
doaj   +1 more source

Teachers’ Understanding of Formative Assessment

Lingua Cultura, 2018
The research explored teachers’ understanding of formative assessment in the secondary school level, particularly in the context of English teaching and examined factors related to the teacher assessment in the literacy level.
Mohammad Arsyad Arrafii, Baiq Sumarni
doaj   +3 more sources

Community-building through collaborative peer-generated formative assessment: enhancing attainment and assessment literacy

Journal of Learning Development in Higher Education, 2021
Emma Roberts
doaj   +3 more sources