This monograph demonstrates how a teacher continuing professional development (CPD) programme effectively enhances English language teachers’ knowledge, beliefs, and classroom practices in formative assessment (FA). It introduces the "Pathway for Teacher CPD of AL", a practical framework offering direct guidance for teacher educators, researchers, and practitioners seeking to advance FA practice and literacy. The book makes distinctive empirical and theoretical contributions to FA research in language education, examining FA as an integrated process rather than isolated techniques. The study explores the full FA cycle—clarifying learning goals, eliciting and interpreting evidence, providing feedback and acting on it—providing a comprehensive account of effective implementation. It offers much-needed evidence on how enhanced teacher FA literacy improves student English achievement and supports self-regulated learning, clarifying the link between teacher development and student outcomes. Overall, the book advances a more nuanced and context-sensitive understanding of FA in real classroom environments. It is a valuable resource for researchers, teachers, teacher educators, and graduate students in applied linguistics, second language education and teacher education, among other disciplines.

Jiayi Li is Assistant Professor of Applied Linguistics in the Faculty of Humanities and Social Sciences at City University of Macau, China. She obtained her PhD from the Victoria University of Wellington, New Zealand. Her research interests include language testing and assessment, English language education, and teacher education. She has published in journals including System,Teaching and Teacher Education and Chinese Journal of Applied Linguistics.