Researching Classroom-Based Assessment for Formative Purposes
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Peter Yongqi Gu
Dr. Peter Gu is Head of School at the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. His research interests include language testing and assessment, learner autonomy and learning strategies, and vocabulary learning.
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Guoxing Yu
Dr. Guoxing Yu is Professor of Language Assessment and Director of Centre for Educational Assessment and Evaluation at the School of Education, University of Bristol, UK. His research efforts have focused on various aspects of language assessment, and assessment research methods (e.g., eye-tracking).
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.
About the authors
Dr. Peter Gu is Head of School at the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. His research interests include language testing and assessment, learner autonomy and learning strategies, and vocabulary learning.
Dr. Guoxing Yu is Professor of Language Assessment and Director of Centre for Educational Assessment and Evaluation at the School of Education, University of Bristol, UK. His research efforts have focused on various aspects of language assessment, and assessment research methods (e.g., eye-tracking).
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© 2020 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Artikel in diesem Heft
- Frontmatter
- Reaching for the Gold Standard: Metaphors and Good University Teachers
- Researching Classroom-Based Assessment for Formative Purposes
- Using Social Media to Promote Intercultural Communication Between Chinese and American University Students
- Investigating Social Presence in Audio and Text Online Interaction for Language Learning
- A Study of Localization of Task-Based Language Teaching in China
- A Study of Three Variants of Gerund Construction from the Contrastive Perspective of Social and Natural Academic Abstracts on Construction Grammar Theory
- Why Is nice and Adj So Much More Frequent than Adj and nice?—From the Perspective of Humans’ Social and Limited-Processing-Capacity Attributes
- Abstracts
- Chinese Abstracts
Artikel in diesem Heft
- Frontmatter
- Reaching for the Gold Standard: Metaphors and Good University Teachers
- Researching Classroom-Based Assessment for Formative Purposes
- Using Social Media to Promote Intercultural Communication Between Chinese and American University Students
- Investigating Social Presence in Audio and Text Online Interaction for Language Learning
- A Study of Localization of Task-Based Language Teaching in China
- A Study of Three Variants of Gerund Construction from the Contrastive Perspective of Social and Natural Academic Abstracts on Construction Grammar Theory
- Why Is nice and Adj So Much More Frequent than Adj and nice?—From the Perspective of Humans’ Social and Limited-Processing-Capacity Attributes
- Abstracts
- Chinese Abstracts
