ABSTRACT
This chapter focuses on the CBA for formative purposes based on the social constructionist view of learning proposed by Vygotsky, which the AFL approach applies for assessment. It introduces the nature, characteristics and theoretical backgrounds for formative assessment (FA) and the differences between FA and summative assessments. The chapter discusses the recommended FA strategies and classroom activities. The teachers’ knowledge and competence in language assessment are critical to their practice for FA. The chapter demonstrates the five FA strategies (FAS1, FAS2, FAS3, FAS4 and FAS5 hereafter) based on the proposals and updates by Black and William and Carless. Some CFL teachers may feel that the strategies are common practice in their classrooms. In the specific CFL contexts, higher levels of competencies have been proposed for the validity, reliability and impact of L2 Chinese tests for achievement and proficiency purposes.
