Abstract
Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative assessment and has implications for teacher training.
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