Paper Title
Using E-Books for Formative Assessment in Special School Classrooms

This study aimed to explore teachers’ formative assessment practices with the use of e-books in a special education school, so as to understand the interaction between formative assessment and e-book. A case study strategy was applied and the participating teacher was a Chinese teacher in a special school, with one-year experiences of using e-book in her classroom. Qualitative data including class observations and interviews were collected. Results of the current study supported the contention that teaches’ practice assessment theories (PPATs)affect teachers’ assessment purposes, the strategies for eliciting information, the way to interpret information and the responses to the information. The findings also revealed that e-books were a powerful tool in facilitating formative assessment and contributed to the evidence that how e-learning technology can be used to support assessments in the special education context.