There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students’ current and desired performance. However, there is a range of different views on what actually constitutes formative assessment and how it may be incorporated into regular classroom teaching. Furthermore, formative assessment is often misconstrued in reality, and teachers face considerable challenges in implementing formative assessment in their daily classes, particularly in the ESL teaching context. The purpose of this article is, therefore, to review how formative assessment has recently been discussed in both general education and L2 assessment fields, and to illustrate how formative assessment can be implemented in task-based language teaching in the daily ESL classroom.

中文翻译：

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在基于任务的语言教学中说明形成性评估

在课堂上，将形成性评估作为学习过程的一部分，对专业和政策的兴趣与日俱增，越来越多的教育工作者将其视为缩小学生当前和期望成绩之间差距的有效手段。但是，对于什么真正构成形成性评估以及如何将其纳入常规课堂教学中，存在各种不同的看法。此外，在现实中，形成性评估常常被误解，教师在日常班级中，尤其是在ESL教学环境中，实施形成性评估时面临着巨大的挑战。因此，本文的目的是回顾最近在普通教育和L2评估领域如何讨论形成性评估，