The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools

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Classroom-based assessment: Possibilities and pitfalls (2007, background): “For purposes of accountability and normative and comparative rankings across or within schools, or when important decisions about individual learners are being made, a conceptualization of assessment as standardized measurement and the role of the teacher as rater/examiner has relevance (but see Da”
Dynamic Assessment: Assessment for and as Teaching? (2007, unknown): “From the point of view of the classroom teacher the key questions here are, What counts as supportive mediation and what counts as further learning? In the second/additional language assessment literature there is strong evidence that teachers draw on a variety of individual and collective reasons a”
Developing a comprehensive, empirically based research framework for classroom-based assessment (2012, background): “Leung, 2007; Leung & Teasdale, 1997b) and the influence of external assessment and reporting regimes on classroom practices (e.g. Brindley, 1998, 2001; Clarke & Gipps, 2000; Davison, 2004).”
Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “First, this may be related to assessment cultures in Hong Kong, which put much emphasis on ‘assessment of learning’ more than ‘assessment for learning’ in the Confucian heritage culture (Carless, 2011; Davison, 2004).”