TITLE:
Book Review: Classroom Assessment for Learning
AUTHORS:
Xiaoli Zhang, Huiyun Tu
KEYWORDS:
Classroom Assessment, Assessment for Learning, Self-Assessment
JOURNAL NAME:
Open Access Library Journal,
Vol.13 No.8,
August
26,
2026
ABSTRACT: This book review analyses how Wang et al. (2018), in Classroom Assessment for Learning, break away from a teacher-led assessment model and systematically cultivate students’ self-assessment skills. Through the transparent sharing of learning objectives, the interaction between scoring rubrics and descriptive feedback, and the application of tools such as self-assessment checklists and portfolios, this book can help students develop the ability to self-monitor and evaluate themselves. Finally, this analysis explores the constraints on the implementation of self-assessment posed by teachers’ lack of assessment literacy, students’ prior experiences and cognitive understandings, and the high-stakes external examination system.