Researching classroom-based assessment for formative purposes

Peter Yongqi Gu*, Guoxing Yu

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

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.
Original languageEnglish
Pages (from-to)150-168
Number of pages19
JournalChinese Journal of Applied Linguistics
Volume43
Issue number2
Early online date15 Jun 2020
DOIs
Publication statusPublished - 14 Aug 2020

Bibliographical note

Published Online: 2020-08-14
Published in Print: 2020-06-25

Structured keywords

  • SoE Centre for Assessment and Evaluation Research

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