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Formative assessment literacy: a systematic review
Language Testing in AsiaAbstract 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-reviewed studies retrieved from three major databases, focusing on ...
Wanrong Lei, Zhibin Lei
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Developing and validating teacher formative assessment literacy questionnaire in the high-stakes examination culture: a case of China. [PDF]
Front PsycholFormative assessment faces significant challenges in its development and implementation among K–12 teachers in Confucian contexts where high-stakes examinations are prominent.
Fu R, Koh K.
europepmc +2 more sources
Language Testing in AsiaAbstract 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. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese ...
Miaomiao Kang, Ricky Lam
openaire +2 more sources
Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study
Language Testing in AsiaDespite 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 +1 more
exaly +2 more sources
Education SciencesTeachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning.
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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
Exploring Teachers’ Assessment Practices and Skills
International Journal of Assessment Tools in Education, 2016 The need for increased use of test results toimprove educational outcomes is urgent; yet, there is little understanding inthe research literature of practitioners’ knowledge and skills in interpretingand using educational data (test results) to enhance ...
Benzehaf Bouchaib
doaj +3 more sources