ABSTRACT
This chapter introduces the development of assessment for learning (AFL) and its advantages over standardised and external tests. As AFL in educational sectors has two purposes, summative and formative, it focuses on the summative assessments developed through classroom-based assessment (CBA) for learning CFL. The contexts, purposes and consequences of CBA and the specific features of CFL are introduced and discussed, which provides the background information for the practice recommended for developing summative CBA. The chapter discusses the process for developing summative CBA, its principles and practice for the different stages. The concepts of validity and reliability are introduced and explored for assessing L2 Chinese competencies. Good practices will also be recommended to assure or improve the validity and reliability of the summative CBA that assesses CFL learners’ knowledge and competence in the learning process.
