Classroom assessment has been recognized as an inseparable component of teaching. Nowadays, besides the function of measuring the level of mastering learning objectives of students, educators and researchers are paying more attention on the benefits of facilitating learning that classroom assessment can bring about. This study was conducted basing on a survey on the school teachers� perspectives, beliefs and practice of classroom assessment, particularly focusing on formative assessment strategies. The survey questionnaire was responded by over 500 primary and secondary teachers throughout the country. Assessment strategies which were investigated include: clarifying and sharing learning objectives, collecting learning evidences, giving feedback, making students to be the owners of learning. Besides descriptive statistics results, the findings show a relationship between teachers� perspectives and beliefs and their practice of classroom assessment.

The Covid 19 pandemic strongly impacted every aspect of life, including education. With technology support, Courses gradually shift to online or blended learning forms, including teaching and assessment activities. The current situation creates challenges for teachers and pedagogical students. Using the systematic review method, the article proposes a framework to evaluate the readiness of teachers to perform assessment activities in the digital context. Four factors are mentioned, including: i) Understanding of digital assessment; ii) Confidence in performing digital assessment skills; iii) Feeling in the digital assessment experience; and iv) Belief in the effectiveness of the digital assessment. Research on the components of digital assessment readiness contributes a basis for further studies on developing the tools to assess the readiness to use the digital assessment platforms for teachers and pedagogical students.