Transcription of Assessment for learning - ed
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Assessment for learning - ed
Mar a Teresa Fl rez and Pamela Sammons Oxford University Department of EducationAssessment for learning : effects and impactAssessment for learning : effects and impact Copyright CfBT Education Trust 2013. The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education improvement: international reviews of best practiceWorking with partners including the Department of Education at Oxford University, the Centre for Equity in Education at the University of Manchester, the University of Glasgow, the University of Nottingham and the Hong Kong Institute of Education, CfBT Education Trust has commissioned a series of reviews of international literature. These reviews cover a range of topics related to school improvement including Assessment for learning ; the inclusion of students with special educational needs; effective teaching practice; school self-evaluation; and successful school idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice.
This kind of assessment has a ‘formative’ purpose: it helps to shape what lies ahead rather than simply to gauge and record past achievements. The main strategies considered important for Assessment for Learning (AfL) – sharing learning goals, formative feedback, peer and self-assessment, and the formative use of summative tests – have been
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