Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings. New York: Routledge.
Carless presents a contextually grounded approach to formative assessment by analyzing schools in Hong Kong. Chapter topics include potentials and pitfalls in assessment, summative and formative assessment, education and assessment in Hong Kong, and conceptually grounded models of formative assessment. The author also addresses test follow-up as a formative assessment strategy, peer learning and assessment, and changes to teachers’ classroom practice. Carless concludes with practical implications. This resource can be used by educators, administrators, policy makers, and curriculum developers.
Action for Learning, Formative Assessment