The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, however, is the systematic study of classroom-based assessment (CBA). The term ‘CBA’ has been putatively linked to Michael Scriven's (1967) work on formative and summative evaluation. However, current interest in such assessment and how it is enacted has, to a large extent, been prompted by shifts in educational policy in various contexts and evolving education systems. This, in turn, has led to the increase in research activity that is detailed in the timeline that follows. At the same time, considerable effort has been exerted by various governments and professional associations into the development of CBA frameworks, but as publications related to these are not strictly research documents, a separate list of examples is provided as supplementary material.

中文翻译：

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基于课堂的评估

自古以来，课堂上对学生的评价就一直在进行。然而，相对较新的是基于课堂评估（CBA）的系统研究。“CBA”一词已被假定与 Michael Scriven (1967) 关于形成性和总结性评估的工作相关联。然而，目前对此类评估及其实施方式的兴趣在很大程度上是由各种背景下教育政策的转变和不断发展的教育系统引起的。这反过来又导致了研究活动的增加，详见下文时间表。与此同时，各国政府和专业协会为 CBA 框架的开发付出了相当大的努力，但由于与这些相关的出版物并不是严格的研究文件，