Handbook of Formative Assessment

The politics of pupil self-evaluation: A case of Finnish assessment policy discourse

Pitkänen, H. (2022) · Journal of Curriculum Studies · doi:10.1080/00220272.2022.2040596 · Cited by 13

System leaders using assessment for learning as both the change and the change process: developing theory from practice

Davies, A., Busick, K., Herbst, S., & Sherman, A. (2014) · The Curriculum Journal · doi:10.1080/09585176.2014.964276 · Cited by 13

Structured teaching and classroom management – the solution for the decline of Swedish school results? Conclusions drawn from a comparative meta-synthesis of teaching and learning

Håkansson, J. (2015) · Teachers and Teaching · doi:10.1080/13540602.2014.995479 · Cited by 13

Assessment Literacy for Teacher Candidates: A Focused Approach

Gareis, C. R., & Grant, L. W. (2015) · William & Mary School of Arts & Sciences · doi:10.21220/53 · Cited by 13

Knowledge outside the box – sustainable development education in Swedish schools

Gyberg, P., & Löfgren, H. (2016) · Educational Research · doi:10.1080/00131881.2016.1207871 · Cited by 13

The educational aims of the OECD in its TALIS insight and lesson reports: exploring societal orientations

Berkovich, I., & Benoliel, P. S. (2017) · Critical Studies in Education · doi:10.1080/17508487.2017.1370428 · Cited by 13

Facilitating student autonomy in large-scale lectures with audience response systems

Grund, C. K., & Tulis, M. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09713-z · Cited by 13

Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices

Mäkipää, T., & Ouakrim-Soivio, N. (2020) · Journal of Teaching and Learning · doi:10.22329/jtl.v13i2.5971 · Cited by 13

Establishing a Nonlinear Dynamic Individual-Centered Language Assessment model: a dynamic systems theory approach

Bahari, A., Xue, Z., & Ardasheva, Y. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2021.1950769 · Cited by 13

Can student-generated test materials support learning?

Lam, R. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.02.003 · Cited by 13

Prompted Self-Regulated Learning Assessment and Its Effect for Achieving ASCE Vision 2025

Zheng, W., Yin, J., Shi, H., & Skelton, G. W. (2016) · Journal of Professional Issues in Engineering Education and Practice · doi:10.1061/(asce)ei.1943-5541.0000308 · Cited by 14

Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project

Rakoczy, K., Klieme, E., Leiß, D., & Blum, W. F. (2017) · Methodology of educational measurement and assessment · doi:10.1007/978-3-319-50030-0_26 · Cited by 13

AI and VR integration for enhancing ethical decision-making skills and competency of learners in higher education

Tobias, R. G., Lozano, J. A. G., Torres, M. L. M., Ramírez, J. A., Baldini, G. M., & Okoye, K. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00575-x · Cited by 12

Students ignore their mistakes: Elaborated error feedback processing in a digital learning system

Maier, U., & Klotz, C. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102395 · Cited by 12

Examining the consistency of instructor versus large language model ratings on summary content: Toward checklist-based feedback provision with second language writers

Sawaki, Y., Ishii, Y., Yamada, H., & Tokunaga, T. (2025) · Language Testing · doi:10.1177/02655322251349217 · Cited by 12

Perspectives on geography education in the Czech National Curriculum

Spurná, M., Knecht, P., & Svobodová, H. (2020) · International Research in Geographical and Environmental Education · doi:10.1080/10382046.2020.1789807 · Cited by 13

Formatives Assessment im alltäglichen Mathematikunterricht von Primarlehrpersonen: Häufigkeit, Dauer und Qualität

Buholzer, A., Baer, M., Zulliger, S., Torchetti, L., Ruelmann, M., Häfliger, A., & Lötscher, H. (2020) · Unterrichtswissenschaft · doi:10.1007/s42010-020-00083-7 · Cited by 12

Self-assessment as a student-agentic zone of proximate competence development

Fletcher, A. K. (2022) · Educational Review · doi:10.1080/00131911.2022.2103520 · Cited by 16

Using contrasting cases to improve self-assessment in physics learning

Jax, J. M., Ahn, J. N., & Lin‐Siegler, X. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1577360 · Cited by 19

The Role of Continuous Assessment and Effective Teacher Response in Engaging all students

Babb, A. P. P., Metz, M., Sabbaghan, S., & Davis, B. (2018) · BRILL eBooks · doi:10.1163/9789463512541_006 · Cited by 12

Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions

Isabwe, G. M. N., Reichert, F., Carlsen, M., & Lian, T. A. (2014) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v9i2.3219 · Cited by 12

Self-diagnosis as a tool for supporting students’ conceptual understanding and achievements in physics: the case of 8th-graders studying force and motion

Safadi, R. (2016) · Physics Education · doi:10.1088/1361-6552/52/1/014002 · Cited by 12

Quality assurance in assessment: An introduction to this special issue

Sluijsmans, D. M. A., & Struyven, K. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.08.003 · Cited by 12

Teachers' and Administrators' Use of Evidence of Student Learning to Take Action: Conclusions Drawn from a Special Issue on Formative Assessment

Schneider, M. C., & Andrade, H. (2013) · Applied Measurement in Education · doi:10.1080/08957347.2013.793189 · Cited by 12

Formative assessment as a vehicle for changing classroom practice in a specific cultural context

Chen, J. (2015) · Cultural Studies of Science Education · doi:10.1007/s11422-014-9599-7 · Cited by 12

Supporting Teachers to Use Formative Assessment for Adaptive Decision Making

Lamberg, T., Gillette-Koyen, L., & Moss, D. (2020) · Mathematics Teacher Educator · doi:10.5951/mte-2019-0005 · Cited by 11

Visual intelligence education using an art-based intervention: Outcomes evaluation with nursing graduate students

Slota, M. C., McLaughlin, M. K., Vittone, S. B., & Crowell, N. A. (2022) · Journal of Professional Nursing · doi:10.1016/j.profnurs.2022.03.012 · Cited by 11

Quality Assurance in Online and Blended Learning Environments

Kayyali, M. (2024) · Springer eBooks · doi:10.1007/978-3-031-66623-0_5 · Cited by 11

El uso de la rúbrica como herramienta de evaluación y de retroalimentación de la expresión escrita en Francés

Chao, K.-W. C., & Durand, M.-J. (2019) · Actualidades Investigativas en Educación · doi:10.15517/aie.v19i3.38638 · Cited by 11

Feedback as a Learning-Oriented Assessment Practice

Lam, D. M. K. (2021) · Routledge eBooks · doi:10.4324/9781003014102-7 · Cited by 11

Utilizing Evidence-Centered Design to Develop Assessments: A High School Introductory Computer Science Course

Newton, S. H., Alemdar, M., Rutstein, D. W., Edwards, D., Helms, M. E., Hernández, D., & Usselman, M. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.695376 · Cited by 11

Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies

Nama, S., & Ayalon, M. (2023) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-023-09586-3 · Cited by 11

Transforming Insecurity into a Commodity: Using the Digital Tools Unikum and InfoMentor as an Example in Swedish Education

Andreasson, I., & Dovemark, M. (2013) · European Educational Research Journal · doi:10.2304/eerj.2013.12.4.480 · Cited by 11

Testing, drilling and learning: what purpose does the Grade 3 Territory-wide System Assessment serve?

Lam, R. (2018) · Asia Pacific Education Review · doi:10.1007/s12564-018-9523-z · Cited by 11

A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference

Lyon, C. J., Oláh, L. N., & Brenneman, M. W. (2020) · Educational Assessment · doi:10.1080/10627197.2020.1766957 · Cited by 11

LA EVALUACIÓN FORMATIVA DEL APRENDIZAJE EN EL AULA EN LA BIBLIOGRAFÍA EN INGLÉS Y FRANCÉS. REVISIÓN DE LITERATURA

Rizo, F. M. (2012) · Revista Mexicana de Investigación Educativa · Cited by 11

Teaching Emotional Intelligence in Schools: An Evidence-Based Approach

Torrente, C. E., Rivers, S. E., & Brackett, M. A. (2016) · Plenum series on human exceptionality · doi:10.1007/978-3-319-28606-8_13 · Cited by 14

Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-written papers

Zhao, X., van den Heuvel‐Panhuizen, M., & Veldhuis, M. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2016.12.002 · Cited by 11

Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension

Jungjohann, J., DeVries, J. M., Mühling, A., & Gebhardt, M. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00115 · Cited by 11

Asking questions of (what) assessment (should do) for learning: the case of bite-sized assessment for learning in Singapore

Tan, K. H. K. (2016) · Educational Research for Policy and Practice · doi:10.1007/s10671-016-9196-5 · Cited by 11

Using Deming's Cycle for Improvement in a Course: A Case Study

Aggarwal, A. K. (2020) · International Journal of Web-Based Learning and Teaching Technologies · doi:10.4018/ijwltt.2020070103 · Cited by 10

Assessment planning within the context of university English language teaching (ELT) in China

Xu, Y. (2016) · Australian Review of Applied Linguistics · doi:10.1075/aral.39.3.02xu · Cited by 10

Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience

Egelandsdal, K., & Riese, H. (2020) · European Journal of Education · doi:10.1111/ejed.12378 · Cited by 10

Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

Fletcher, A. K. (2020) · Educational Research · doi:10.1080/00131881.2020.1850207 · Cited by 15

Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners

de Araujo, Z., Smith, E. M., & Yeong, J. (2021) · ZDM · doi:10.1007/s11858-021-01226-5 · Cited by 10

EFL Teachers’ Perceptions of Classroom Writing Assessment at High Schools in Central Vietnam

Nguyen, T. H. H., & Truong, A. T. (2021) · Theory and Practice in Language Studies · doi:10.17507/tpls.1110.06 · Cited by 10

Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers

Sandal, A. K., Helleve, I., Smith, K., & Gamlem, S. M. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2101236 · Cited by 10

Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

Kloser, M. J., Borko, H., Wilsey, M., & Rafanelli, S. (2022) · Science Education · doi:10.1002/sce.21712 · Cited by 11

IDPs at Work

Hirsh, Å. (2013) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2013.840676 · Cited by 10

Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking

Casey, S. A., & Amidon, J. C. (2020) · Mathematics Teacher Educator · doi:10.5951/mte.2020.0009 · Cited by 10

The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement

Chen, F., & Andrade, H. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2016.1255870 · Cited by 12

Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success

Ehlert, M., Hebbecker, K., & Souvignier, E. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101203 · Cited by 9

A quotient effect size for educational interventions

Foster, C. F. (2023) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2023.2182877 · Cited by 9

Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?

Safadi, R., & Hawa, N. (2023) · Instructional Science · doi:10.1007/s11251-023-09648-2 · Cited by 9

Development of competency-based assessment model for KRU RAK THIN scholarship’ recipients

Kritkharuehart, S., Vimolsilp, U., & Photipussa, P. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2373230 · Cited by 11

ChatGPT in Language Learning and Teaching

Al‐Hoorie, A. H., & AlShakhori, M. K. (2025) · English language teaching · doi:10.1007/978-3-031-84278-8_9 · Cited by 9

Designing an AI-Supported Formative Assessment Model for Pre-Service Mathematics Teacher Self-Study in Vietnam

Thúy, P. T. D., Van, N. T., Trang, N. H., Thuong, N. M., Hien, V. T. T., & Chung, V. Q. (2025) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v19i22.57723 · Cited by 9

Examination of teacher formative assessment self-efficacy development across a professional learning experience

Gotch, C. M., Poppen, M. I., Razo, J. E., & Modderman, S. L. (2021) · Teacher Development · doi:10.1080/13664530.2021.1943503 · Cited by 14

Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)

Archila, P. A., Molina, J. A., Danies, G., de Mejía, A. T., & Restrepo, S. (2022) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2021.2021386 · Cited by 9

Using Gemini for Formative Assessment in English Academic Writing - Critical Insights into The AI Tool’s Efficacy

Nguyen, D. L., Le, P. T. T., & Le, T. T. D. (2025) · AsiaCALL Online Journal · doi:10.54855/acoj.2516117 · Cited by 9

Transforming collaborative writing tasks into opportunities for learning: educational assistance and the use of rubrics in Higher Education / Transformando las tareas de escritura colaborativa en oportunidades para aprender: ayuda educativa y uso de rúbricas en la Educación Superior

Majós, T. M., Álvarez, R. M. C., & de Gispert, I. (2014) · Culture and Education · doi:10.1080/11356405.2014.935111 · Cited by 11

Self-efficacy for self-assessment: Development and validation of the SEESA-AW scale for argumentative writing

Varier, D., Kitsantas, A., Zhang, X., & Saroughi, M. (2021) · International Journal of Educational Research · doi:10.1016/j.ijer.2021.101885 · Cited by 11

Self-Assessment for Learning in Vocational Education and Training

Panadero, E., Garcia, D., & Fraile, J. (2019) · Springer eBooks · doi:10.1007/978-3-319-94532-3_85 · Cited by 9

Formative Assessment as a Process of Interaction Through Language

Ruiz‐Primo, M. A., Solano‐Flores, G., & Li, M. (2014) · The enabling power of assessment · doi:10.1007/978-94-007-5902-2_17 · Cited by 9

Formative Assessment and Feedback Strategies

Narciss, S., & Zumbach, J. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-28745-0_63 · Cited by 8

Move, React, Repeat! The Role of Continuous Cues in Immersive Exergames

Karaosmanoglu, S., Wegner, M., Cmentowski, S., & Steinicke, F. (2024) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3677091 · Cited by 8

How do students self-assess? examining the metacognitive processes of student self-assessment

Rickey, N., Panadero, E., & DeLuca, C. (2025) · Metacognition and Learning · doi:10.1007/s11409-025-09430-4 · Cited by 12

Becoming Feedback Literate: A Case Study of a Chinese University EFL Teacher

Li, X., & Ke, P. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00743-z · Cited by 8

Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks

Wilkie, K. J., Ayalon, M., & Kanj, S. Z. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104256 · Cited by 9

Self-assessment in student’s learning and developing teaching in geoinformatics – case of Geoportti self-assessment tool

Fagerholm, N., Lotsari, E., Nylén, T., Käyhkö, N., Nikander, J., Arki, V., & Kalliola, R. (2023) · Journal of Geography in Higher Education · doi:10.1080/03098265.2023.2251021 · Cited by 8

Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism

Thompson, J. L., Mallet-Boucher, M., McCloskey, C., Tamlyn, K., & Wilson, K. S. (2013) · International Journal of Nursing Education Scholarship · doi:10.1515/ijnes-2013-0031 · Cited by 9

Designing Efficient Self-Diagnosis Activities in the Physics Classroom

Safadi, R. (2017) · The Physics Teacher · doi:10.1119/1.5011839 · Cited by 8

Assessment Feedback in Primary Schools in Singapore and Beyond

Tan, K. H. K., & Wong, H. M. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.008 · Cited by 8

Developing design principles and task types for classroom response system tasks in mathematics

Gustafsson, P., & Ryve, A. (2021) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2021.1931514 · Cited by 8

Rethinking Teacher Education for the 21st Century

Lauwers, G. M. L. V., Kowalczuk‐Walędziak, M., Korzeniecka-Bondar, A., & Danilewicz, W. (2019) · Verlag Barbara Budrich eBooks · doi:10.3224/84742241 · Cited by 9

Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom

Yang, X. (2024) · International Multilingual Research Journal · doi:10.1080/19313152.2024.2339757 · Cited by 8

Science Teachers’ Conceptions of Teaching, Attitudes Toward Testing, and Use of Contemporary Educational Activities and Assessment Tasks

Alt, D. (2018) · Journal of Science Teacher Education · doi:10.1080/1046560x.2018.1485398 · Cited by 8

Student Peer Assessment

Lui, A. M., & Andrade, H. (2015) · Springer eBooks · doi:10.1007/978-94-007-2150-0_461 · Cited by 8

Assessment and the regulation of learning

Allal, L. K. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.09017-5 · Cited by 8

Formative assessment: an overview of history, theory and application

Cizek, G. J., & Lim, S. N. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.09002-3 · Cited by 8

On the added value of considering effects of generic and subject-specific instructional quality on students’ achievements – an exploratory study on the example of implementing formative assessment in mathematics education

Besser, M., Hagena, M., & Kleickmann, T. (2024) · ZDM · doi:10.1007/s11858-024-01562-2 · Cited by 7

Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach

Nassir, L., Kozhasheva, G. O., Issayeva, G., Gavrilova, Y., & Yessenova, M. (2025) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/16032 · Cited by 7

Supporting self-regulated learning in primary education: insights from a Montessori classroom

Kersna, L., Lepp, L., Pedaste, M., & Laak, K.-J. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1594556 · Cited by 7

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

Mohan, M., Nunez, C. M., & Kuchenbecker, K. J. (2024) · Scientific Reports · doi:10.1038/s41598-024-60905-x · Cited by 9

The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions

Liu, Y. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e32629 · Cited by 7

Long‐term effects of an online math tool on U.S. adolescents' achievement

Feng, M., Brezack, N., Huang, C., & Collins, K. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13579 · Cited by 7

Instructional Assessment Strategies for Health and Physical Education

Constantinou, P. (2017) · Strategies · doi:10.1080/08924562.2017.1297747 · Cited by 7

Gearing Teaching and Assessment Towards CLIL: Theorizing Assessment for Learning in the Junior High School Soft CLIL Classrooms in Japan

Saito, H. (2020) · Springer eBooks · doi:10.1007/978-3-030-54128-6_7 · Cited by 7

Learner Differences and Hint Content

Goldin, I. M., & Carlson, R. (2013) · Lecture notes in computer science · doi:10.1007/978-3-642-39112-5_53 · Cited by 7

The Role of ePortfolios in Formative Assessment: A Systematic Literature Review

Gün, E. T., Atasoy, B., & Yüksel, A. O. (2023) · Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi · doi:10.21031/epod.1276063 · Cited by 6

Using Jupyter Notebooks as digital assessment tools: An empirical examination of student teachers’ attitudes and skills towards digital assessment

Temel, G. Y., Barenthien, J. M., & Padubrin, T. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13507-7 · Cited by 6

Retroalimentación docente y autoevaluación de los estudiantes en educación superior: innovación evaluativa en la formación inicial de profesores de educación primaria

Muñoz, D. R., & Araya, D. H. (2023) · Revista Brasileira de Educação · doi:10.1590/s1413-24782023280123 · Cited by 16

A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting

Kaya, O. N., & Kaya, Z. (2024) · Research in Science Education · doi:10.1007/s11165-024-10162-9 · Cited by 6

How do we know what they know? A case study of classroom-based assessment with multilingual learners

Fitzpatrick, C. D., van Hover, S. D., Hemmler, V. L., & Cornett, A. (2024) · Theory & Research in Social Education · doi:10.1080/00933104.2024.2335236 · Cited by 6

Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018

Lim, Y. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101375 · Cited by 6

Conceptions of Assessment Among Pakistani Teachers of English: Implications for Policy and Professional Development

Hidri, S., Aziz, M., & Qutub, M. M. T. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e36780 · Cited by 6

Tecnologías Digitales y Evaluación Formativa en Clases de Matemática: una revisión de la literatura

Balbi, A., Berrutti, S., Tejera, M., Gonzalez, E., & Bonilla, M. (2024) · Bolema Boletim de Educação Matemática · doi:10.1590/1980-4415v38a230045 · Cited by 6

Enhancing Assessment Literacy for Teachers of Less Commonly Taught Languages: Insights from Greek as a Second Language

Tsagari, D., & Rousoulioti, T. (2025) · Trends in Higher Education · doi:10.3390/higheredu4010012 · Cited by 6

What do we mean when we talk about teacher professional development in formative assessment? A systematic review

von Hagen, A., Balbi, A., Bonilla, M., & Arbildi, C. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102586 · Cited by 6

I do it Better: How Social and Emotional Learning Environment Enhances Assessment for Learning Strategies in Science Classrooms

Sathasivam, R. V., & Rahim, S. S. A. (2021) · Journal of International Comparative Education · doi:10.14425/jice.2021.10.2.0913 · Cited by 7

Research on Formative Assessment of Higher Professional College English Teaching

Qin, Z. (2011) · 海南广播电视大学学报

A Review of Formative Language Assessment Research and Implications for Practitioners

Burner, T. (2023) · New language learning and teaching environments · doi:10.1007/978-3-031-18950-0_2 · Cited by 5

Seeing Formative Assessments from a Broad Perspective

Gallardo, C. (2020) · The Nebraska Educator · doi:10.32873/unl.dc.ne010 · Cited by 1

Synthesising Perspectives on Formative Assessment in ELT

Vnučko, G. (2026) · R&E-SOURCE · doi:10.53349/re-source.2026.is1.a1552 · Cited by 1

Assessment Literacy in Formative Assessment

Li, J. (2026) · Second language learning and teaching · doi:10.1007/978-3-032-24823-7_2