The Contemporary Foreign Approaches of Classroom Assessment Research

Cui Lin

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The Contemporary Foreign Approaches of Classroom Assessment Research

Cui Lin

Published in Asia-Pacific Journal of Educational Sciences (Volume 1, Issue 2)

Received: 11 May 2019 Accepted: 13 June 2019 Published: 9 July 2019

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Abstract

“Classroom Assessment” (CA in short hereinafter) is regarded as a kind of typical formative assessment and an assessment for learning. Since CA was proposed in 1986, it has changed from focusing on standardized examinations to more attention to teachers’ CA practices. Nowadays, the exploration of the seamless integration between the assessment and the teaching has developed into a hot issue for researchers at home and abroad, aiming to bring all potentialities of CA into play.This thesis focuses on presenting a bird-eye picture of Classroom Assessment Researches (CAR in short) abroad through elaborating the history, the development and new characters of CAR. The thesis consists of the originality, main approaches and prominent findings in the research field with the aim of providing a profound theoretic and practical basis for further CAR, such as the research concerning the integration of three factors as “teaching, learning and assessment”.

Published in	Asia-Pacific Journal of Educational Sciences (Volume 1, Issue 2)
Page(s)	27-31
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Classroom Assessment, Paper-and-Pen Test, Teachers’ Observation, Students’ Performance Assessment

References

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Cui Lin. (2019). The Contemporary Foreign Approaches of Classroom Assessment Research. Asia-Pacific Journal of Educational Sciences, 1(2), 27-31.

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ACS Style

Cui Lin. The Contemporary Foreign Approaches of Classroom Assessment Research. Asia-Pac. J. Educ. Sci. 2019, 1(2), 27-31.

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Cui Lin. The Contemporary Foreign Approaches of Classroom Assessment Research. Asia-Pac J Educ Sci. 2019;1(2):27-31.

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@article{10039591,
  author = {Cui Lin},
  title = {The Contemporary Foreign Approaches of Classroom Assessment Research},
  journal = {Asia-Pacific Journal of Educational Sciences},
  volume = {1},
  number = {2},
  pages = {27-31},
  url = {https://www.sciencepublishinggroup.com/article/10039591},
  abstract = {“Classroom Assessment” (CA in short hereinafter) is regarded as a kind of typical formative assessment and an assessment for learning. Since CA was proposed in 1986, it has changed from focusing on standardized examinations to more attention to teachers’ CA practices. Nowadays, the exploration of the seamless integration between the assessment and the teaching has developed into a hot issue for researchers at home and abroad, aiming to bring all potentialities of CA into play.This thesis focuses on presenting a bird-eye picture of Classroom Assessment Researches (CAR in short) abroad through elaborating the history, the development and new characters of CAR. The thesis consists of the originality, main approaches and prominent findings in the research field with the aim of providing a profound theoretic and practical basis for further CAR, such as the research concerning the integration of three factors as “teaching, learning and assessment”.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - The Contemporary Foreign Approaches of Classroom Assessment Research
AU  - Cui Lin
Y1  - 2019/07/09
PY  - 2019
T2  - Asia-Pacific Journal of Educational Sciences
JF  - Asia-Pacific Journal of Educational Sciences
JO  - Asia-Pacific Journal of Educational Sciences
SP  - 27
EP  - 31
PB  - Science Publishing Group
UR  - http://www.sciencepg.com/article/10039591
AB  - “Classroom Assessment” (CA in short hereinafter) is regarded as a kind of typical formative assessment and an assessment for learning. Since CA was proposed in 1986, it has changed from focusing on standardized examinations to more attention to teachers’ CA practices. Nowadays, the exploration of the seamless integration between the assessment and the teaching has developed into a hot issue for researchers at home and abroad, aiming to bring all potentialities of CA into play.This thesis focuses on presenting a bird-eye picture of Classroom Assessment Researches (CAR in short) abroad through elaborating the history, the development and new characters of CAR. The thesis consists of the originality, main approaches and prominent findings in the research field with the aim of providing a profound theoretic and practical basis for further CAR, such as the research concerning the integration of three factors as “teaching, learning and assessment”.
VL  - 1
IS  - 2
ER  -

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Author Information

Cui Lin

School of International Studies, Shaanxi Normal University, Xi’an, China

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Plain Text BibTeX RIS

APA Style

Cui Lin. (2019). The Contemporary Foreign Approaches of Classroom Assessment Research. Asia-Pacific Journal of Educational Sciences, 1(2), 27-31.

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ACS Style

Cui Lin. The Contemporary Foreign Approaches of Classroom Assessment Research. Asia-Pac. J. Educ. Sci. 2019, 1(2), 27-31.

Copy | Download

AMA Style

Cui Lin. The Contemporary Foreign Approaches of Classroom Assessment Research. Asia-Pac J Educ Sci. 2019;1(2):27-31.

Copy | Download

@article{10039591,
  author = {Cui Lin},
  title = {The Contemporary Foreign Approaches of Classroom Assessment Research},
  journal = {Asia-Pacific Journal of Educational Sciences},
  volume = {1},
  number = {2},
  pages = {27-31},
  url = {https://www.sciencepublishinggroup.com/article/10039591},
  abstract = {“Classroom Assessment” (CA in short hereinafter) is regarded as a kind of typical formative assessment and an assessment for learning. Since CA was proposed in 1986, it has changed from focusing on standardized examinations to more attention to teachers’ CA practices. Nowadays, the exploration of the seamless integration between the assessment and the teaching has developed into a hot issue for researchers at home and abroad, aiming to bring all potentialities of CA into play.This thesis focuses on presenting a bird-eye picture of Classroom Assessment Researches (CAR in short) abroad through elaborating the history, the development and new characters of CAR. The thesis consists of the originality, main approaches and prominent findings in the research field with the aim of providing a profound theoretic and practical basis for further CAR, such as the research concerning the integration of three factors as “teaching, learning and assessment”.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - The Contemporary Foreign Approaches of Classroom Assessment Research
AU  - Cui Lin
Y1  - 2019/07/09
PY  - 2019
T2  - Asia-Pacific Journal of Educational Sciences
JF  - Asia-Pacific Journal of Educational Sciences
JO  - Asia-Pacific Journal of Educational Sciences
SP  - 27
EP  - 31
PB  - Science Publishing Group
UR  - http://www.sciencepg.com/article/10039591
AB  - “Classroom Assessment” (CA in short hereinafter) is regarded as a kind of typical formative assessment and an assessment for learning. Since CA was proposed in 1986, it has changed from focusing on standardized examinations to more attention to teachers’ CA practices. Nowadays, the exploration of the seamless integration between the assessment and the teaching has developed into a hot issue for researchers at home and abroad, aiming to bring all potentialities of CA into play.This thesis focuses on presenting a bird-eye picture of Classroom Assessment Researches (CAR in short) abroad through elaborating the history, the development and new characters of CAR. The thesis consists of the originality, main approaches and prominent findings in the research field with the aim of providing a profound theoretic and practical basis for further CAR, such as the research concerning the integration of three factors as “teaching, learning and assessment”.
VL  - 1
IS  - 2
ER  -

Copy | Download