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In recent years, there has been much interest in describing and evaluating practices associated with the formative forms of assessments that teachers use. In line with this trend, this review interrogates issues related to the formative assessment articulations and practices of four English Language teachers within Singapore’s primary classrooms. Although the significance of formative assessment on classroom learning is widely acknowledged, this chapter aims to increase awareness of the complexities associated with interpreting and implementing it. The chapter also argues for the need for teachers to be clear on what formative assessment is and what it entails before they embark on using it within their educational environment or contexts.

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Formative Assessment in Action: A Closer Look at Primary English Teachers’ Practices

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  • 发表日期：

    2026年

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  • Kiren Kaur

摘要

In recent years, there has been much interest in describing and evaluating practices associated with the formative forms of assessments that teachers use. In line with this trend, this review interrogates issues related to the formative assessment articulations and practices of four English Language teachers within Singapore’s primary classrooms. Although the significance of formative assessment on classroom learning is widely acknowledged, this chapter aims to increase awareness of the complexities associated with interpreting and implementing it. The chapter also argues for the need for teachers to be clear on what formative assessment is and what it entails before they embark on using it within their educational environment or contexts.