The development of assessment for learning: learning from the case of science and mathematics

Abstract

This article introduces the ideas of ‘assessment for learning’ as a means whereby teachers can make their classroom assessment more directly focused on learners’ development and can actively involve learners in this process. Current practice in classroom assessment in England is described and the thinking that has led to a new emphasis on formative practices outlined. This is set in the context of recent research studies that have been influential in changing not only classroom practice but also the ‘lead’ set by Government in promoting effective practice. Several examples of assessment strategies are offered to illustrate the principles involved. Conclusions are suggested that show how these ideas could make learning more effective and learners more involved.