AE ASSESSMENT FOR LEARNING - OECD

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. Summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education.

Addressing barriers to wider practice The major (although not the only) barriers to wider practice of formative assessment that emerged from the case studies include: The tension between classroom-based formative assessments of student learning, and high

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  Assessment, Code, Barriers, Learning, Addressing, Assessment for learning, Addressing barriers

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