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CATESOL Book Review: Language Classroom Assessment, Second Edition by Liying Cheng
08/24/2025
Michelle Skowbo
By Ragaa Shenouda and Kara Mac Donald
Introduction
The second edition of Language Classroom Assessment by Dr. Liying Cheng builds on the first edition’s clear guide to language assessment by delving deeper into key questions like “Have my students learned?” It incorporates the latest research and emphasizes the connection between teaching, learning, and assessment. The book equips English language teachers with practical knowledge to reflect on and improve their assessment practices, covering topics such as the difference between testing and assessment, key aspects of classroom assessment, effective tools and methods, and ways to motivate student learning through assessment. Suitable for both new and experienced teachers, this edition is part of the English Language Teacher Development Series, which provides accessible, theory-to-practice resources to help teachers update and refresh their skills.
Chapter 1: Introduction to Language Classroom Assessment
chapter one sets the stage for understanding the essential role of assessment in the language classroom by framing it not merely as a tool for grading but as an integral component of the teaching and learning process. Liying Cheng defines assessment as a systematic, purposeful process of collecting, analyzing, and using information to make informed decisions about students’ language development and instructional effectiveness. This process enables teachers to identify students’ strengths and weaknesses, tailor instruction to meet diverse needs, and promote deeper language learning. A central focus of the chapter is Cheng’s identification of four major components that constitute effective language classroom assessment:
Purpose of Assessment: Cheng emphasizes that assessment should always begin with a clear understanding of its purpose. In a language classroom, assessment serves multiple purposes—formative (to monitor ongoing progress and provide feedback), summative (to evaluate achievement at the end of a unit or term), diagnostic (to identify learners’ starting points), and placement (to determine the appropriate instructional level). Understanding the "why" behind assessment helps teachers choose appropriate tools and methods and align assessment with instructional goals.
Assessment Methods: Cheng highlights the importance of selecting appropriate tools and methods that align with instructional objectives and student needs. Assessment methods can range from traditional tests (e.g., multiple-choice, fill-in-the-blank, and essays) to alternative assessments, such as portfolios, project-based tasks, self-assessments, peer evaluations, and oral proficiency interviews. These methods not only capture diverse aspects of language proficiency (listening, speaking, reading, and writing) but also accommodate different learning styles and cultural backgrounds.
Interpretation of Assessment Results: Once data is collected, it must be interpreted carefully to yield valid insights. Cheng stresses the importance of using reliable criteria, rubrics, and analytic tools to interpret results in a way that is fair, transparent, and consistent. Teachers must be trained to avoid biases and ensure their interpretations reflect actual student ability rather than test-taking skills or background knowledge.
Use of Assessment Results: Perhaps the most critical component, this stage involves using the interpreted data to inform instruction, provide targeted feedback, and support student learning. Cheng underlines the formative function of assessment—using feedback to help learners understand their current proficiency, set learning goals, and take ownership of their learning. It also assists teachers in adapting teaching strategies, modifying lesson plans, and offering differentiated support.
In addition to these four pillars, Cheng emphasizes the teacher’s knowledge and assessment literacy as key to effective assessment. Research evidence presented in the chapter shows that many teachers feel underprepared to design and implement assessment tasks that are pedagogically sound and culturally responsive. Teachers need a strong understanding of language proficiency frameworks, assessment validity and reliability, and ethical considerations such as fairness, transparency, and student empowerment.
Moreover, the chapter introduces the concept of assessment for learning (AfL), distinguishing it from assessment of learning (AoL). AfL positions assessment as a continuous, interactive process that supports learning rather than just measuring it. This approach encourages student involvement in self-assessment and reflection, creating a more inclusive and student-centered classroom environment.
Finally, Cheng points out that effective classroom assessment requires an alignment among curriculum objectives, instructional activities, and assessment practices. Misalignment can lead to ineffective teaching and inequitable student outcomes. Therefore, teachers must strive to integrate assessment seamlessly into everyday instruction, making it an ongoing, dynamic process that guides both teaching and learning in meaningful ways.
Chapter 2: Language Classroom Assessment Practices
In this chapter, the author focuses on several key aspects of language classroom assessment practices, including defining teachers' classroom language assessment practices, exploring the purposes of language classroom assessment, and discussing the methods and procedures involved in conducting effective language assessments.
In conclusion, this chapter highlights the critical role of well-defined, purposeful, and systematically implemented classroom language assessment practices. By clearly understanding the objectives of assessment, selecting appropriate methodologies, and adhering to structured procedures, educators can design assessments that not only provide accurate measures of students’ language proficiency but also foster meaningful learning experiences and deliver constructive feedback.
Chapter 3: The Role of Assessment in Supporting Teaching and Learning
The chapter addresses the challenges in deciding what content to include in instruction, how to assess learning, and how to ensure that assessment processes foster student learning. In other words, the discussion examines the interconnection between learning objectives and forms of assessment.
The author begins with a look at feedback, as it is a fundamental process in the stages of assessment and not only pivotal for teachers to understand what effective feedback is, but also for students as they serve as peer-assessors in the classroom. Feedback is not only corrective in nature but serves to foster self-regulated learning (SRL), autonomy and self-reliance in the learning process. With this in mind, the notion of assessment for learning arises in how and why to build formative assessment into a variety of instructional activities. So, it is important for teachers to take a moment to reflect on how, when, and why they want to provide feedback and how the students will respond is crucial for its effectiveness on learning. When feedback is implemented consistently, it is one of the most valued and influential instructional practices impacting student learning. A summary of brief guidelines for providing feedback is provided.
When considering feedback and its impact on motivation, the author discusses and provides three principle areas of consideration for teachers: i) Feedback should be clear and offer applicable quality information that the student can act on, ii) Feedback should be tailored to students’ needs, iii) Feedback should engage students in the process by offering choices, collaborative assessment, and other processes that make students feel part of the process. This broader discussion of motivation is followed by a brief look at intrinsic motivation and with a more in-depth look at self-determined and non-self-determined extrinsic motivation, as well as amotivation (i..e., lack of interest). The purpose of these discussions is to consider what forms of assessment may engage students with different orientations to learning and forms of motivation.
Knowing that involving students in the assessment process plays a significant factor in engaging and motivating students with all forms of motivational orientations, the author offers three guiding practices in designing and conducting assessments. The first practice is to make assessment criteria readily available to students, as it places students in a position of knowledge and levels the assessment playing field. The second practice is to use samples from former students’, so that assessment outcomes are clear and what achievement looks like. The third practice encourages students to use self-assessment in their learning process to know where they stand based on course outcomes during the learning process.
Conclusion
Classroom assessment is an ongoing process of gathering information about students’ learning to inform instruction and support their growth. Rather than being limited to periodic tests or final evaluations, this text highlights the role of regular observation, questioning, feedback, and formative checks that help teachers identify strengths, address misconceptions, and adjust teaching strategies in real time. This cyclical process ensures that assessment is integrated into daily learning, fostering student engagement, self-reflection, and progress toward learning goals.
Michelle Skowbo
Language Classroom Assessment, Second Edition by Liying Cheng
By Ragaa Shenouda and Kara Mac Donald
Introduction
The second edition of Language Classroom Assessment by Dr. Liying Cheng builds on the first edition’s clear guide to language assessment by delving deeper into key questions like “Have my students learned?” It incorporates the latest research and emphasizes the connection between teaching, learning, and assessment. The book equips English language teachers with practical knowledge to reflect on and improve their assessment practices, covering topics such as the difference between testing and assessment, key aspects of classroom assessment, effective tools and methods, and ways to motivate student learning through assessment. Suitable for both new and experienced teachers, this edition is part of the English Language Teacher Development Series, which provides accessible, theory-to-practice resources to help teachers update and refresh their skills.
Chapter 1: Introduction to Language Classroom Assessment
chapter one sets the stage for understanding the essential role of assessment in the language classroom by framing it not merely as a tool for grading but as an integral component of the teaching and learning process. Liying Cheng defines assessment as a systematic, purposeful process of collecting, analyzing, and using information to make informed decisions about students’ language development and instructional effectiveness. This process enables teachers to identify students’ strengths and weaknesses, tailor instruction to meet diverse needs, and promote deeper language learning. A central focus of the chapter is Cheng’s identification of four major components that constitute effective language classroom assessment:
Purpose of Assessment: Cheng emphasizes that assessment should always begin with a clear understanding of its purpose. In a language classroom, assessment serves multiple purposes—formative (to monitor ongoing progress and provide feedback), summative (to evaluate achievement at the end of a unit or term), diagnostic (to identify learners’ starting points), and placement (to determine the appropriate instructional level). Understanding the "why" behind assessment helps teachers choose appropriate tools and methods and align assessment with instructional goals.
Assessment Methods: Cheng highlights the importance of selecting appropriate tools and methods that align with instructional objectives and student needs. Assessment methods can range from traditional tests (e.g., multiple-choice, fill-in-the-blank, and essays) to alternative assessments, such as portfolios, project-based tasks, self-assessments, peer evaluations, and oral proficiency interviews. These methods not only capture diverse aspects of language proficiency (listening, speaking, reading, and writing) but also accommodate different learning styles and cultural backgrounds.
Interpretation of Assessment Results: Once data is collected, it must be interpreted carefully to yield valid insights. Cheng stresses the importance of using reliable criteria, rubrics, and analytic tools to interpret results in a way that is fair, transparent, and consistent. Teachers must be trained to avoid biases and ensure their interpretations reflect actual student ability rather than test-taking skills or background knowledge.
Use of Assessment Results: Perhaps the most critical component, this stage involves using the interpreted data to inform instruction, provide targeted feedback, and support student learning. Cheng underlines the formative function of assessment—using feedback to help learners understand their current proficiency, set learning goals, and take ownership of their learning. It also assists teachers in adapting teaching strategies, modifying lesson plans, and offering differentiated support.
In addition to these four pillars, Cheng emphasizes the teacher’s knowledge and assessment literacy as key to effective assessment. Research evidence presented in the chapter shows that many teachers feel underprepared to design and implement assessment tasks that are pedagogically sound and culturally responsive. Teachers need a strong understanding of language proficiency frameworks, assessment validity and reliability, and ethical considerations such as fairness, transparency, and student empowerment.
Moreover, the chapter introduces the concept of assessment for learning (AfL), distinguishing it from assessment of learning (AoL). AfL positions assessment as a continuous, interactive process that supports learning rather than just measuring it. This approach encourages student involvement in self-assessment and reflection, creating a more inclusive and student-centered classroom environment.
Finally, Cheng points out that effective classroom assessment requires an alignment among curriculum objectives, instructional activities, and assessment practices. Misalignment can lead to ineffective teaching and inequitable student outcomes. Therefore, teachers must strive to integrate assessment seamlessly into everyday instruction, making it an ongoing, dynamic process that guides both teaching and learning in meaningful ways.
Chapter 2: Language Classroom Assessment Practices
In this chapter, the author focuses on several key aspects of language classroom assessment practices, including defining teachers' classroom language assessment practices, exploring the purposes of language classroom assessment, and discussing the methods and procedures involved in conducting effective language assessments.
1. Defining Teachers’ Classroom Language Assessment Practices
The chapter begins by clarifying what constitutes classroom language assessment practices from the teacher’s perspective. It emphasizes that these practices involve the various ways teachers design, implement, and interpret assessments to evaluate students’ language abilities within the learning environment.
2. Purpose of Language Classroom Assessment
The author discusses the multiple purposes that language assessment serves in the classroom. These include diagnosing students’ current proficiency, guiding and improving ongoing learning (formative assessment), and evaluating overall achievement at the end of a unit or course (summative assessment). The chapter highlights how understanding these purposes helps teachers design assessments that effectively support student learning.
3. Methods of Classroom Language Assessment
Different methods and tools used in language assessment are presented, ranging from traditional tests and quizzes to more dynamic approaches like peer assessment, self-assessment, portfolios, and performance-based tasks. The chapter explains how each method can provide valuable insights into different language skills such as speaking, listening, reading, and writing.
4. Procedures of Language Classroom Assessment
The chapter outlines the step-by-step procedures involved in conducting language assessments. This includes planning assessments aligned with learning objectives, administering them fairly, scoring or interpreting results accurately, and using the findings to inform instruction and provide meaningful feedback to students.
The chapter begins by clarifying what constitutes classroom language assessment practices from the teacher’s perspective. It emphasizes that these practices involve the various ways teachers design, implement, and interpret assessments to evaluate students’ language abilities within the learning environment.
2. Purpose of Language Classroom Assessment
The author discusses the multiple purposes that language assessment serves in the classroom. These include diagnosing students’ current proficiency, guiding and improving ongoing learning (formative assessment), and evaluating overall achievement at the end of a unit or course (summative assessment). The chapter highlights how understanding these purposes helps teachers design assessments that effectively support student learning.
3. Methods of Classroom Language Assessment
Different methods and tools used in language assessment are presented, ranging from traditional tests and quizzes to more dynamic approaches like peer assessment, self-assessment, portfolios, and performance-based tasks. The chapter explains how each method can provide valuable insights into different language skills such as speaking, listening, reading, and writing.
4. Procedures of Language Classroom Assessment
The chapter outlines the step-by-step procedures involved in conducting language assessments. This includes planning assessments aligned with learning objectives, administering them fairly, scoring or interpreting results accurately, and using the findings to inform instruction and provide meaningful feedback to students.
In conclusion, this chapter highlights the critical role of well-defined, purposeful, and systematically implemented classroom language assessment practices. By clearly understanding the objectives of assessment, selecting appropriate methodologies, and adhering to structured procedures, educators can design assessments that not only provide accurate measures of students’ language proficiency but also foster meaningful learning experiences and deliver constructive feedback.
Chapter 3: The Role of Assessment in Supporting Teaching and Learning
The chapter addresses the challenges in deciding what content to include in instruction, how to assess learning, and how to ensure that assessment processes foster student learning. In other words, the discussion examines the interconnection between learning objectives and forms of assessment.
The author begins with a look at feedback, as it is a fundamental process in the stages of assessment and not only pivotal for teachers to understand what effective feedback is, but also for students as they serve as peer-assessors in the classroom. Feedback is not only corrective in nature but serves to foster self-regulated learning (SRL), autonomy and self-reliance in the learning process. With this in mind, the notion of assessment for learning arises in how and why to build formative assessment into a variety of instructional activities. So, it is important for teachers to take a moment to reflect on how, when, and why they want to provide feedback and how the students will respond is crucial for its effectiveness on learning. When feedback is implemented consistently, it is one of the most valued and influential instructional practices impacting student learning. A summary of brief guidelines for providing feedback is provided.
When considering feedback and its impact on motivation, the author discusses and provides three principle areas of consideration for teachers: i) Feedback should be clear and offer applicable quality information that the student can act on, ii) Feedback should be tailored to students’ needs, iii) Feedback should engage students in the process by offering choices, collaborative assessment, and other processes that make students feel part of the process. This broader discussion of motivation is followed by a brief look at intrinsic motivation and with a more in-depth look at self-determined and non-self-determined extrinsic motivation, as well as amotivation (i..e., lack of interest). The purpose of these discussions is to consider what forms of assessment may engage students with different orientations to learning and forms of motivation.
Knowing that involving students in the assessment process plays a significant factor in engaging and motivating students with all forms of motivational orientations, the author offers three guiding practices in designing and conducting assessments. The first practice is to make assessment criteria readily available to students, as it places students in a position of knowledge and levels the assessment playing field. The second practice is to use samples from former students’, so that assessment outcomes are clear and what achievement looks like. The third practice encourages students to use self-assessment in their learning process to know where they stand based on course outcomes during the learning process.
Conclusion
Classroom assessment is an ongoing process of gathering information about students’ learning to inform instruction and support their growth. Rather than being limited to periodic tests or final evaluations, this text highlights the role of regular observation, questioning, feedback, and formative checks that help teachers identify strengths, address misconceptions, and adjust teaching strategies in real time. This cyclical process ensures that assessment is integrated into daily learning, fostering student engagement, self-reflection, and progress toward learning goals.