Developing Assessment Literacy for Classroom-Based Formative Assessment
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Peter Yongqi GU
Peter GU is Associate Professor at the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. His research interests include language learning strategies and language assessment. His recent book, Classroom-Based Formative Assessment (FLTRP), aims to help language teachers develop assessment literacy for formative purposes.
Ricky LAM is Associate Professor and Associate Head in the Department of Education Studies at Hong Kong Baptist University, China. He is Associate Editor of Frontiers in Psychology and has served in several international editorial boards, such as Assessing Writing, RELC Journal, Journal of Asia TEFL, etc. His research interests include L2 writing assessment, digital portfolios, and language assessment literacy. His publications have appeared in Language Assessment Quarterly, System, Assessing Writing, Language Testing, TESOL Quarterly, ELT Journal, and other SSCI- and SCOPUS-indexed journals. Ricky is the author of Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers (Routledge, 2022).
Abstract
Formative assessment (FA) has been increasingly recognised as a powerful tool to improve teaching and learning, and thereby increase educational effectiveness. As such, FA has been written into government directives and curriculum standards; and incorporated into teacher education programmes. At the classroom level, however, teachers have found FA a formidable task that is difficult to implement. This has been attributed to the teacher’s lack of assessment literacy, among other reasons. In this guest-editor introduction, we frame the special issue and its scope by highlighting the main issues involved. We then briefly introduce the 10 articles which we believe, taken together, advance our understanding of teacher formative assessment literacy and its development.
About the authors
Peter GU is Associate Professor at the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. His research interests include language learning strategies and language assessment. His recent book, Classroom-Based Formative Assessment (FLTRP), aims to help language teachers develop assessment literacy for formative purposes.
Ricky LAM is Associate Professor and Associate Head in the Department of Education Studies at Hong Kong Baptist University, China. He is Associate Editor of Frontiers in Psychology and has served in several international editorial boards, such as Assessing Writing, RELC Journal, Journal of Asia TEFL, etc. His research interests include L2 writing assessment, digital portfolios, and language assessment literacy. His publications have appeared in Language Assessment Quarterly, System, Assessing Writing, Language Testing, TESOL Quarterly, ELT Journal, and other SSCI- and SCOPUS-indexed journals. Ricky is the author of Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers (Routledge, 2022).
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© 2023 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Artikel in diesem Heft
- Frontmatter
- Developing Assessment Literacy for Classroom-Based Formative Assessment
- Assessment Literacy in a Better Assessment Future
- Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
- Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
- A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
- How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
- Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
- Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
- A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
- Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
- Chinese Abstracts
Artikel in diesem Heft
- Frontmatter
- Developing Assessment Literacy for Classroom-Based Formative Assessment
- Assessment Literacy in a Better Assessment Future
- Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
- Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
- A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
- How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
- Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
- Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
- A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
- Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
- Chinese Abstracts
