ABSTRACT
In the 2005 Handbook, Constance Leung discussed one central aspect of classroom language assessment-research and practice in teacher assessment. He defined teacher assessment as “the noticing and gathering of information about student language use in ordinary (non-contrived) classroom activities, and the use of that information to make decisions about language teaching without necessarily quantifying it or using it for reporting purposes” (Leung, 2005, p. 871). Leung showed how such assessment events, which are woven into fabric of language classroom teaching, rely on teachers’ understanding of the constructs and proficiency frameworks with which they are working. Leung argued that such assessment knowledge and practice is central to language learning in the classroom.
