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Black, P., & Wiliam, D. (2004). Classroom Assessment Is Not (Necessarily) Formative Assessment (and Vice-Versa). Yearbook of the National Society for the Study of Education, 103, 183-188.
https://doi.org/10.1111/j.1744-7984.2004.tb00054.x

has been cited by the following article:

• TITLE: Stakeholders’ Perceptions and Implications of Classroom-Based Reading Assessment: A Literature Review

  AUTHORS: Norsharina Mohd Yusof, Maslawati Mohamad

  KEYWORDS: Reading-Assessment, Educators, Perceptions, English as a Second Language (ESL)

  JOURNAL NAME: Creative Education, Vol.11 No.8, August 14, 2020

  ABSTRACT: The assessment has moved vigorously in becoming an essential aspect of effective teaching and learning. The Malaysian Education has imparted the classroom-based assessment aspirant to the holistic advancement of the learners. However, most of the English language learners, as well as the educators, struggle in termsof classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantagesof classroom-based reading assessment. This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators. The literature review includes1) the perceptions of the educators,2) the advantages and disadvantages of classroom-based reading assessment.