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Formative assessment literacy: a systematic review
Language Testing in AsiaFormative 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
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Developing and validating teacher formative assessment literacy questionnaire in the high-stakes examination culture: a case of China [PDF]
Frontiers in PsychologyFormative 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
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Pennsylvania Libraries: Research & Practice, 2017 Formative assessment is a well-established practice within education. However, the traditionally brief format of information literacy instruction has not lent itself well to this important exchange during the learning process.
Maria R. Barefoot
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Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study [PDF]
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
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Teachers’ Understanding of Formative Assessment [PDF]
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
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Language Testing in AsiaFormative 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
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Measuring teacher formative assessment literacy in primary education: a multidimensional study using the T-FALS scale [PDF]
Frontiers in EducationFormative assessment is a core component of effective teaching, requiring teachers to integrate conceptual understanding, practical implementation, and socio-emotional sensitivity.
Blerina Çibukçiu, Donika Koliqi
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Construction and validation of a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers: an exploratory sequential mixed-methods investigation [PDF]
Language Testing in AsiaThe contributions of Computerized Formative Assessment (CFA) to teachers’ instructional practices and students’ learning outcomes necessitate the development of valid and reliable instruments for measuring teachers’ literacy.
Golnoush Haddadian +2 more
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Teachers’ Understanding and Use of Formative Assessment in Literacy Learning
The New Zealand Annual Review of Education, 2002 Since 1999, successful literacy learning for all children has been a focal point of government policy as outlined in the Report of the Literacy Taskforce. Specified in the report is the need to raise standards of achievement for all students and to close the gap between high and low achievers. To achieve these goals, teachers must be able to understand
Helen Dixon, Ruth Williams
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