Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research

In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental underst

How can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measur

The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on inclu

Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our class