. Afitska, O. (2014a). Formative use of language
assessment: Supporting learning through the medium of a
second language, US-China Education Review Journal,
. Afitska, O. (2014b). Use of formative assessment, selfand
peer-assessment in the classrooms: Some insights
from recent language testing and assessment research.
i-manager's Journal on English Language Teaching, 4(1),
. Assessing English as an Additional Language (2002).
Strategies for Language for Communication for Pupils with
EAL: Assessing Development in English and Providing
Support. Ferris, A., Catling, P. and I. Scott (Eds.) London:
Learning Design Limited.
. Assessment Reform Group (1999). Assessment for
Learning: Beyond the Black Box. Cambridge: Cambridge University Press. www.assessment-reform-group.org
. Bachman, L. & A. Palmer (1996). Language Testing in
Practice. Oxford: Oxford University Press.
. Black, P., & Wiliam, D. (1998). Inside the black box:
Raising standards through classroom assessment. Phi Delta
Kappan, 80(2), 139-148.
. Bourne, J. (2001). Multilingualism in English Primary
Schools paper presented at Scottish CILT Conference
'Languages Policy in the Isles', 22 and 23 January 2001.
. Butler, R. (1988). Enhancing and undermining intrinsic
motivation: the effects of task-involvingand ego-involving
evaluation on interest and involvement. British Journal of
Educational Psychology, 58, 1-14.
. Carless, D. (2005). Prospects for the implementation of
assessment for learning. Assessment in Education, 12(1),
. Cheng, C., & Wang, X. (2007). Grading, feedback,
and reporting in ESL/EFL classrooms. Language Assessment
Quarterly, 4(1), 85-107.
. Cheng, W., & Warren, M. (2005). Peer assessment of
language proficiency. Language Testing, 22(1), 93-121.
. Chu, P. (2007). How students react to the power and
responsibility of being decision makers in their own learning.
Language Teaching Research, 11(2), 225-241.
. Department for Education (DfE) (2013). Schools,
pupils, and their characteristics. National Statistics. January
2013. London: Department for Education (accessed on 12
. Department for Education (DfE) (2016). Schools,
pupils, and their characteristics. National Statistics. January
2016. London: Department for Education (accessed on 12
. DfES (2003). Targeting for success: Raising the
attainment of minority ethnic pupils learning English as an
additional language. Nottingham, U.K.: DfES Publications.
. DfES (2005). Aiming High: Guidance on the
assessment of pupils learning English as an additional
language. Nottingham: DfES Publications.
. Fontana, D., & Fernandes, M. (1994). Improvements
in mathematics performance as a consequence of selfassessment
in Portuguese primary school pupils. British
Journal of Educational Psychology, 64(3), 407-41.
. Foster, P. (1996). Observational Research. In Sapsford
R. and Jupp V. (Eds.), Data Collection and Analysis. London:
Sage Publications Ltd.
. Hall, K., & W. M. Burke (2003). Making Formative
Assessment Work: Effective Practice in the Primary
Classroom. London: Open University Press.
. Hasselgren, A. (2000). The assessment of the English
ability of young learners in Norwegian schools: An
innovative approach. Language Testing, 17(2), 261-277.
. Harlen, W., & Winter, J. (2004). The development of
assessment for learning: Learning from the case of science
and mathematics. Language Testing, 21(3), 390- 408.
. Johnson, D. M. (1992). Approaches to Research in
Second Language Learning. White Plains, N.Y.: Longman
. McDonald, B., & Boud, D. (2003). The impact of selfassessment
on achievement: The effects of selfassessment
training on performance in external
examinations. Assessment in Education, 10(2), 209-220.
. McDonough, J. & S. McDonough (1997). Research
Methods for English Language Teachers. London: Arnold.
. McGarrell, H., & Verbeem, J. (2007). Motivating
revision of drafts through formative feedback. English
Language Teaching Journal, 61(3), 228-236.
. Morris, F. A., & Tarone, E. E. (2003). Impact of
classroom dynamics on the effectiveness of recasts in
second language acquisition. Language Learning, 53(2),
. National Association for Language Development in
the Curriculum (NALDIC) (2007). Position statement on
assessment of English as an additional language.
Retrieved from http://www.naldic.org.uk/docs/research/
. NALDIC International Survey (2005). EAL Assessment.
Retrieved from www.naldic.org.uk/docs/research/
. Patri, M. (2002). The influence of peer feedback on
self and peer-assessment of oral skills. Language Testing,
. Pinter, A. (2007). Some benefits of peer-peer
interaction: 10-year-old children practicing with a
communication task. Language Teaching Research,
. Qualifications and Curriculum Authority (QCA)
(1999). National curriculum. Retrieved from http://www.
. QCA (2000). A language in common: Assessing
English as an additional language. London, U.K.: QCA
Publications. Retrieved from http://www.naldic.org.uk/docs/
. Rea-Dickins, P. (2001). Mirror, mirror on the wall:
Identifying processes of classroom assessment. Language
Testing, 18(4), 429-462.
. Rea-Dickins, P. (2003). Exploring the educational
potential of assessment with reference to learners with
English as an additional language. In C. Leung (Ed.),
Language and Additional/Second Language issues for
School Education: A Reader for Teachers (pp. 81-93). York,
U.K.: York Publishing Services.
. Rea-Dickins, P. (2007). Classroom-based assessment:
Possibilities and pitfalls. In C. Davison, & J. P. Cummins (Eds.),
The International Handbook of English Language Teaching
(pp. 505-520). Norwell, M.A.: Springer Publications.
. Rea-Dickins, P., & Gardner, S. (2000). Snares and silver
bullets: Disentangling the construct of formative
assessment. Language Testing, 17(2), 215-243.
. Ross, S. J. (2005). The impact of assessment method
on foreign language proficiency growth. Applied
Linguistics, 26(3), 317-342.
. Sadler, D. R. (1989). Formative assessment and the
design of instructional systems. Instructional Science,
. School Curriculum and Assessment Authority (SCAA)
(1996). Teaching English as an Additional Language: A
framework for policy, school curriculum and assessment
authority. London, U.K.: SCAA.
. Smith, E., & Gorard, S. (2005). ‘They don't give us our
marks’: The role of formative feedback in student progress.
Assessment in Education, 12(1), 21-38.
. Storch, N. (2007). Investigating the merits of pair work
on a text editing task in ESL classes. Language Teaching
Research, 11(2), 143-159.
. Swann, J. (1994). Observing and Recording Talk in
Educational Settings. In Graddol D., Maybin J. and Stierer B.
(Eds.), Researching Language and Literacy in Social
Context. Clevedon; Philadelphia; Adelaide: Multilingual
Matters Ltd, in association with The Open University.
. Torrance, H., & Pryor, J. (2001). Developing formative
assessment in the classroom: Using action research to
explore and modify theory. British Educational Research
Journal, 27(5), 615-631.
. Tunstall, P., & Gipps, C. (1996). Teacher feedback to
young children in formative assessment: A typology. British
Educational Research Journal, 22(4), 389-404.
. Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004).
Teachers developing assessment for learning: Impact on
student achievement. Assessment in Education, 11(1), 49-
. Yoshida R. (2008). Teachers' choice and learners'
preference of corrective feedback types. Language
Awareness, 17(1), 78-93.