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Formative Assessment in Classrooms: Operational Procedures | Wei | Journal of Language Teaching and Research
Journal of Language Teaching and Research, Vol 2, No 1 (2011), 99-103, Jan 2011
doi:10.4304/jltr.2.1.99-103

Formative Assessment in Classrooms: Operational Procedures

Liqiu Wei

Abstract


Seen as “assessment for learning”, formative assessment has attracted the attention of more and more educators and practitioners around the globe. Based on the writer’s experience with the implementation of formative assessment in her classrooms in China, this article describes the operational procedures of formative assessment use in classrooms. It first presents guidelines for the proportion of summative assessment and formative assessment in the course’s final scores, for formative assessment plan formulating and for feedback and grading, then describes the procedures, from need analysis and goal setting to formative assessment plan drafting, communicating, implementing and evaluating and revising.


Keywords


formative assessment; college English teaching; feedback; self-assessment

References


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Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)

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