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Leung, C., & Mohan, B. (2004). Teacher Formative Assessment and Talk in Classroom Context: Assessment as Discourse and Assessment of Discourse. Language Testing, 21, 335-359.
https://doi.org/10.1191/0265532204lt287oa

has been cited by the following article:

• TITLE: The Application of Formative Evaluation Strategies in College English Classroom from the Perspective of Teacher Questioning

  AUTHORS: Xiaoping Mai

  KEYWORDS: Formative Evaluation, Teacher Questioning, College English Teaching

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.11 No.6, November 30, 2021

  ABSTRACT: Formative evaluation emphasizes the active participation of learners and is conducive to continuous observation, evaluation, monitoring and adjustment of the learning process. Through the classroom observations of four college English teachers and the analysis of the interview materials, it is found that there are differences in the types of questions and the types of answers. The article emphasizes effective questioning in the classroom that can promote students’ learning, and at the same time provides insights on how teachers can make better use of teacher questioning as a formative evaluation strategy.