This study examines teacher and student perceptions of formative assessment (FA) activities used by teachers in the classroom. These activities are divided into five phases that together comprise the FA cycle: (1) clarifying expectations, (2) eliciting responses, (3) analysing and interpreting responses, (4) communicating about responses and (5) adjusting teaching and learning. Reliable questionnaires were used to measure the perceptions of 96 teachers and 1,095 students with regard to FA practice. Paired t-tests indicated no differences between the perceptions of teachers and students, except for with regard to clarifying expectations. Teachers used FA activities primarily to clarify expectations and elicit student responses, and they were least likely to apply them to adjust teaching and learning. The results suggest that the framework of the FA cycle could be used as an analytical lens for the reliable evaluation of the FA activities of teachers.

这项研究调查了教师和学生对课堂上教师使用的形成性评估（FA）活动的看法。这些活动分为五个阶段，这些阶段共同组成FA周期：（1）澄清期望，（2）引起响应，（3）分析和解释响应，（4）交流有关响应，以及（5）调整教与学。可靠的问卷用于衡量96名教师和1,095名学生对FA实践的看法。配对的t检验表明，除了澄清期望方面，师生的看法没有差异。教师使用FA活动主要是为了澄清期望并引起学生的反应，而他们最不可能将其用于调整教与学。