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William, D. (2010) An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. In Andrade, H.L. and Cizek, G.J., Eds., Handbook of Formative Assessment, Routledge, New York, NY, 18-40.

has been cited by the following article:

• TITLE: Tools in Classroom-Based Formative Assessment

  AUTHORS: Yuhua Zhou

  KEYWORDS: Classroom-Based Assessment, Planned Formative Assessment, Contingent Formative Assessment

  JOURNAL NAME: Open Access Library Journal, Vol.10 No.11, November 17, 2023

  ABSTRACT: Formative assessment is an essential component of effective teaching and learning, the core of classroom teaching, and a key skill for teachers. But how can assessment accurately reflect learning effectiveness in class? What tools are available for classroom-based assessment? How to use assessment tools to assess the classroom? This paper firstly introduces the terms of classroom assessment and classroom formative assessment and the two types of classroom formative assessment: planned formative assessment and contingent formative assessment. The focus of this paper is on describing the tools commonly used in classroom formative assessment and elaborating on the use of assessment tools in both planned formative assessment and contingent formative assessment with examples.