Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

The fast global spread of COVID-19 has resulted in the mass disruption teaching, learning, as well assessment, mainstream schools Singapore. Teachers were caught unprepared and this jeopardised quality classroom delivery assessment. Ministry Education since shifted to an online asynchronous mode teaching whilst attempting keep face-to-face method lesson delivery, which it is called ‘blended learning’ (BL) local context. Besides being propelled learn use new technology tools for lessons, teachers also need quickly explore embed formative assessment (FA) BL environment substitute traditional In context, I argue that teachers’ language literacy (LAL), pedagogical content knowledge (PCK) e-pedagogy are vital success embedding FA BL. Following, describe some tentative predictions future challenges opportunities secondary Chinese Language (CL) On basis, discuss ways current conceptualisations will shift response these challenges. Finally, make recommendations practice based on argument.