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Butler, Y.G. (2017) Challenges and Future Directions for Young Learners’ English Language Assessments and Validity Research. In: Wolf, M.K. and Butler, Y.G., Eds., English Language Proficiency Assessments for Young Learners: Innovations in Language Learning and Assessment at ETS, Volume 2, Routledge, New York, 255-273. https://doi.org/10.4324/9781315674391-14

has been cited by the following article:

• TITLE: Bridge the Gap—Incorporating Classroom Response Systems for Classroom-Embedded Formative Assessment

  AUTHORS: Weihua Shi, Jace Hargis

  KEYWORDS: Classroom Response System (CRS), Formative Assessment, Assessment for Learning (AfL), Sociocultural Interaction, Web-Based Applications

  JOURNAL NAME: Open Access Library Journal, Vol.10 No.2, February 27, 2023

  ABSTRACT: Research on the topic of summative assessments has attracted a large audience. The latest trend of a “process-oriented view of learning” has given rise to a heated discussion about assessment as a facilitative instrument to scaffold learning rather than being regarded solely as a “high-stake” measurement tool. Black and Wiliam contributed heavily to theorizing about the pedagogical use of assessment in the classroom with their widely read papers “Assessment and classroom learning (1998)” and “Classroom assessment and pedagogy’ (2018).” Other scholars in the field also contributed their expertise and experience enormously to further exploration in this field. But there still exists a gap between the ideal theoretical model of assessment for learning (AfL) and the actual practices in a real classroom learning environment. This paper discusses how a solution to the problem can be achieved by incorporating a web-based mobile technology—Classroom Response Systems (CRSs) to implement “Web-based Formative Assessment” in secondary schools. A literature review on the topics of formative assessment and technology-enhanced pedagogy is synthesized. A research project on using CRSs to facilitate classroom learning is presented in terms of 1) the effectiveness of CRSs as instructional instruments for adolescent learners in secondary schools; 2) secondary school students’ preference over CRS question types and response formats; and 3) secondary school students’ reflection on and attitudes towards CRSs as a way of formative assessments and instruction. This research provides evidence that the web-based interactive tasks involving the use of CRSs serve to enable learners to develop learner agency and effective learning strategies.