Chapter 1 Assessment for Learning 1.1 Introduction 1.2 Assessment purposes 1.3 Testing VS assessment 1.4 Formative assessment in the classroom 1.5 Summary 1.6 What should a teacher do after reading this chapter 1.7 References Chapter 2 Qualities of Formative Assessment 2.1 Introduction 2.2 Essential qualities of language assessment 2.3 Validating assessment 2.4 Summary 2.5 What should a teacher do after reading this chapter 2.6 References Chapter 3 Learning Targets：Standards and Assessment 3.1 Introduction 3.2 The construct of language competence 3.3 Pedagogical content knowledge of the language teacher 3.4 Standards—based assessment 3.5 Summary 3.6 What should a teacher do after reading this chapter? 3.7 References Chapter 4 Eliciting Evidence of Learning Choosing and Designing Tools 4.1 Types of assessment tools 4.2 Planned VS contingent formative assessment 4.3 Common tools that elicit student learning 4.4 Considerations in choosing and designingformative assessment(FA)tools 4.5 Evaluating formative assessment tools 4.6 Who assesses whom in fornlative assessment? 4.7 Summary 4.8 What should a teacher do after reading this chapter? 4.9 Ref-erences Chapter 5 Formative Use of Assessment Results 5.1 Introduction 5.2 Interpreting assessment results 5.3 Feedback and feedforward 5.4 Closing the learning gap 5.5 Summary 5.6 What should a teacher do after reading this chaPter 5.7 Reference-rs Chapter 6 Researching Classroom-Based Formative Assessment 6.1 Introduction 6.2 Common types of research 6.3 Asking research questions 6.4 Answering research questions：an example 6.5 Summary 6.6 What should a teacher do after reading this chapter 6.7 References Appendices
Appendix 1.Classroom Assessment Confidence Index Appendix 2.Transcript of a sample EFL lesson GlossaryAppendices Appendix 1. Classroom Assessment Confidence Index Appendix 2. Transcript of a sample EFL lesson Glossary
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