Designing a System for Formative Assessment in English Reading Instruction within the Integrated Teaching-Learning-Assessment Framework

Feifei Tian

doi:10.47297/wspiedWSP2516-250012.20261008

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Designing a System for Formative Assessment in English Reading Instruction within the Integrated Teaching-Learning-Assessment Framework

Volume 10, Issue 8

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Designing a System for Formative Assessment in English Reading Instruction within the Integrated Teaching-Learning-Assessment Framework
Designing a System for Formative Assessment in English Reading Instruction within the Integrated Teaching-Learning-Assessment Framework
Fuping Yishan Middle School, Weinan, Shaanxi, 711700, China
Vol. 10, Issue 8, Pages: 61-64(2026)
Published：30 August 2026
DOI：10.47297/wspiedWSP2516-250012.20261008
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Tian Feifei.Designing a System for Formative Assessment in English Reading Instruction within the Integrated Teaching-Learning-Assessment Framework[J].Journal of International Education and Development,2026,10(08):61-64.
DOI：

Tian Feifei.Designing a System for Formative Assessment in English Reading Instruction within the Integrated Teaching-Learning-Assessment Framework[J].Journal of International Education and Development,2026,10(08):61-64. DOI： 10.47297/wspiedWSP2516-250012.20261008.

摘要

Abstract

This literature review consolidates various theories

research findings

and practical insights regarding formative assessment in the context of English reading instruction

framed within the Teaching-Learning-Assessment (TLA) integration model. The TLA integration is characterized as a dynamic

cyclical process where teaching goals

learning activities

and assessment methods are intricately linked rather than following a linear sequence. This approach aims to enhance students' essential literacy skills

which encompass language ability

cultural understanding

cognitive development

and learning efficacy. Formative assessment serves as a vital

real-time regulatory mechanism rather than an unnecessary addition. Utilizing student-focused tools such as reflection sheets and peer feedback systems

it promotes metacognitive growth and advances cognitive skills from identifying main ideas to engaging in critical synthesis and cross-cultural innovation. Additionally

it addresses the fragmentation in teaching by merging linguistic

cognitive

and emotional aspects of reading. Thoughtfully designed curricula that incorporate backward design

GRASPS-oriented performance tasks

and comprehensive rubrics lead to significant improvements

including increased reading comprehension accuracy (e.g.

a 51 percentage point increase in information extraction)

heightened critical thinking involvement (with rates climbing from 16.7% to 66.7%)

and enhanced learner independence. However

challenges persist

such as exam-focused attitudes

misalignment between objectives

activities

and assessments

a lack of teacher proficiency in developing rubrics and providing feedback

and insufficient digital resources. Consequently

context-sensitive approaches that position teachers as designers are favored over strict adherence to established models.

关键词

Keywords

references

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