Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse

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Dynamic assessment in the language classroom (2005, background): “This is an important point to keep in mind, as we now turn to the work of Leung and Mohan (2004). Leung and Mohan investigated classroom assessment practices in which two language teachers adopted a formative rather than a traditional test-based assessment to evaluate their students’ reading compreh”
A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, background): “Over the past several years, a growing emphasis on the use of formative assessment has emerged, yet formative assessment has remained an enigma in the literature (Black & Wiliam, 1998; Leung & Mohan, 2004).”
Developing a comprehensive, empirically based research framework for classroom-based assessment (2012, methodology): “Mavrommatis (1997) used an investigation of classroom-based assessment practices of primary school teachers in Greece to develop an ‘assessment episode framework’, comprising four interrelated stages: ‘evidence collection’, ‘evidence interpretation’, ‘teacher response’ (feedback, grading) and ‘impac”
Classroom-based assessment: Possibilities and pitfalls (2007, background): “However, few classroom assessment studies have explored the interaction between the two disciplines (for some examples see Edelenbos & Kubanek-German , 2004; Leung & Mohan, 2004; and Rea-Dickins, 2002).”