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Researching Classroom-Based Assessment for Formative Purposes

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journal contribution
posted on 23.06.2020 by Yongqi Gu, Guoxing Yu
This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

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Preferred citation

(2020). Researching Classroom-Based Assessment for Formative Purposes. Chinese Journal of Applied Linguistics, 43(2), 150-168. https://doi.org/10.1515/CJAL-2020-0010

Journal title

Chinese Journal of Applied Linguistics

Volume

43

Issue

2

Publication date

01/06/2020

Pagination

150-168

Publisher

De Gruyter Mouton

Publication status

Published

Contribution type

Article

ISSN

2192-9505

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