Teacher continuing professional development in formative assessment: A pathway to enhanced student achievement

Formative assessment (FA) is widely recognized as integral to effective pedagogy. Research has largely confirmed its potential to improve learning outcomes. This study investigates how a structured 12-week continuing professional development (CPD) program in FA for English as a foreign language (EFL) teachers influenced student achievement in English language learning. Focusing on five secondary school teachers across two schools in China, the research addresses the question: To what extent does FA-focused teacher CPD translate into measurable improvements in students’ English language performance? Data were collected from 509 students (238 in CPD classes, 271 in non-CPD classes) through pre- and post-tests of language proficiency. Quantitative analysis revealed statistically significant gains in post-test performance among CPD-class students compared to their non-CPD counterparts. The findings not only affirm the value of integrating FA into teacher development frameworks but also highlight its potential as a strategy for improving language education outcomes in similar contexts.