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.

of student achievement and to achieve a greater equity of student outcomes. But there are major barriers to wider practice, including perceived tensions between classroom-based formative assessments, and high visibility summative tests to hold schools accountable for student achievement, and a lack of connection

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  Assessment, Code, Tests, Students, Learning, Achievement, Assessment for learning, Student achievement

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