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.

Promoting high-equity: education for all The “What Works” case studies support the idea that formative assessment methods may help create greater equity of student outcomes. Although Black and Wiliam (1998 and in Part III of this study) note

  Assessment, Code, Learning, Equity, Assessment for learning