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Leung, C. (2005). Classroom Teacher Assessment of Second Language Development: Construct as Practice. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 869-888). Erlbaum.

has been cited by the following article:

• TITLE: Seeking Alternatives: Incorporating Teacher-Based Assessment in Reflective Teaching Practices

  AUTHORS: Hang Sun

  KEYWORDS: Teacher-Based Assessment, Reflective Teaching, Alternative Assessment, Assessment Literacy

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.5, May 23, 2024

  ABSTRACT: Despite the growing interest in alternative assessment, few studies have investigated the actual process of teacher-based assessment in the classroom. In this reflective case study, the teacher/researcher integrated teacher-based assessment into ESL teaching practices throughout a semester in an attempt to develop her formative assessment literacy. The research took place in a spoken English program. Examples of the assessment tasks used in the classroom were presented, and the teacher/researcher’s reflections were discussed. This study positions the teacher as a “learner” in the exploration and calls for more research describing in detail what teachers do when they carry out teacher-based assessment.