Sağlam, Aslı Lidice Göktürk2017-10-252017-10-252017-07-129781522527060http://hdl.handle.net/10679/5695https://doi.org/10.4018/978-1-5225-2706-0.ch020Due to copyright restrictions, the access to the full text of this article is only available via subscription.As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.enginfo:eu-repo/semantics/restrictedAccessBook chapter32134110.4018/978-1-5225-2706-0.ch0202-s2.0-85028721331