Assessment reform has drawn educators’ attention to standard-based and performance-oriented assessment. By the end of the 1990s, many education systems around the world had developed mandatory learning standards for curriculum (O’Connor, 2018). The assessment reform has drawn educators’ insights in effective formative assessment to enhance student learning. However, early year teachers have experienced difficulties in implementing effective formative assessment due to a lack of practical guidelines in relation to grade-level learning standards. The purpose of this project is was construct a practical handbook about standard-based formative assessment for British Columbia (BC) Grade 2 teachers. This project sifts through the existing literature and examines the five formative assessment approaches which were most reflected: teacher observation, self-assessment, oral questioning, teacher-student conferences, and performance assessment. A qualitative research approach was employed in this project to analyze text data.
