Foreword

Abstract

Over the recent years research has focused on teachers’ assessment activities as an integral part of classroom activity (Tsagari & Csépes, 2011) while research projects and reforms have been implemented in classroom assessment (Hamp-Lyons, 2016). The growing awareness of the importance of assessment activities as a central part of classroom assessment also came with the initial discussions of Formative Assessment (FA) (Black & Wiliam, 1998a, 2009). Over the years, FA, also the focus of this book, has become an emerging paradigm of its own. Other than its exciting and evolving agenda of research, FA places a great deal of and links assessment with language learning (Airasian, 2001; Black & Wiliam, 1998b, 2009; Harlen, 2012; Torrance, 2012).