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Assessment theory and practice

Assessment for learning should be part of effective planning of teaching and learning.

“A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.”
(taken from the 10 Principles: Assessment for learning, QCA 2007.
 http://www.qca.org.uk/qca_4334.aspx )

To get an overview of assessment for learning and how and why it works, explore the Quick start guide Assessment for learning.

Key characteristics of effective assessment for learning practice are:

  • Learner involvement: the learner is engaged as a partner and encouraged to take the driving seat. Learners develop their own skills and awareness through self-assessment and peer review as well as through constructive feedback from teachers.
  • Teachers use a range of skills and techniques to provide feedback, motivate learners and plan the next steps in learning.
  • Learners and teachers share learning goals, and assessment activities support the achievement of these goals.

The resources in this area provide videos to stimulate discussion and reflection on own practice, as well as examples of assessment in practice in a variety of contexts and activities to develop effective practice.

Resources for teacher educators

 - Getting the most out of these resources

Technical information

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