<![CDATA[Such published research provided the concept of formative assessment but the current practices of assessment for language learning digital based were weak. Therefore, this study intended to analyse and synthesize the results of relevant literature from any previous research to build a conceptual framework of using formative assessment and feedback in the digital age to promote a greater impact on reading achievement at elementary school. The literature selection was carried out using Publish or Perish (PoP) and screened by Convence.org program to records the eligible’ literature. A total of 8 articles were included in the analyses. The analyses of the text revealed that technology plays a role in enhancing communication and feedback among teachers, students, and peers, even though parents. In an online class of language learning, teachers could conduct an assessment interactively with various learning activities and such various digital-based instruments. It provided teachers current information about students’ reading development through dynamic formative feedback cycles including teaching, assessing, and adjusting diverse instruction to meet students’ need in learning.]]>
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