AE ASSESSMENT FOR LEARNING - OECD

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OECD/CERI International Conference LEARNING in the 21st Century: Research, Innovation and Policy ASSESSMENT for LearningFormative AssessmentORGANISATION DE COOP RATION ETDE D VELOPPEMENT CONOMIQUESORGANISATION FOR E CONOMICCO-OPERATION AND DEVELOPMENT 1 ASSESSMENT FOR LEARNING THE CASE FOR FORMATIVE ASSESSMENT This paper provides findings on ASSESSMENT for LEARNING , drawn from recent analyses undertaken by CERI. It begins with analysis of the formative approach in exemplary practice carried out in secondary schools in eight education systems. The second half of the paper comprises key analyses on formative ASSESSMENT in adult language, literacy, and numeracy provision, and a framework for strengthening policy and practice across the sector as well as for building the evidence base. ASSESSMENT is vital to the education process. In schools, the most visible assessments are summative.

Formative assessment methods have been important to raising overall levels of student achievement. Quantitative and qualitative research on formative assessment has shown that it is perhaps one of the most important interventions for promoting high-performance ever studied. In their influential 1998 review of

  Assessment, Code, Learning, Assessment for learning, Studied