PhD revisited: Formative assessment of writing in English: A school- based study of perceptions, practices and transformations

This chapter reports from a doctoral study (Burner, 2016a) that explored teacher and student perceptions and practices of formative assessment (FA) in English writing classes. Four English teachers and their students ( N =100) took part in the study. The assessment situation was analyzed using mixed methods before a plan for intervention cycles was made continuously throughout a school year. The main results, their implications for teaching English in Norway, and further research will be discussed in this chapter