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Abstract

The Assessment is for Learning programme has been implemented by Learning and Teaching Scotland over recent years and there will be further developments throughout the Scottish curriculum up until and beyond 2007. This article re-examines the techniques of formative assessment that can progress pupil learning and appeals to teachers to review their practice against the background of the research. The purpose of this article is to encourage practitioners in all parts of the UK to embark upon a systematic review of their teaching with regard to formative assessment. In light of the research nationwide practitioners now have a plethora of effective techniques that can be embedded within all aspects of teaching in order to enhance their practice. Teachers may now wish to re-examine their own teaching with a view to exploiting the various strategies and techniques to benefit their pupils.

Keywords

learning objectives peer-assessment self-assessment target-setting

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Employing formative assessment in the classroom

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