The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al, 2002) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED) has been exploring ways of bringing research, policy and practice in assessment into closer alignment using research on both assessment and transformational change. This paper focuses on one project within Assessment is for Learning, in which pilot primary and secondary schools across Scotland were encouraged to develop formative assessment approaches in classrooms. They were supported in this by researchers, curriculum developers and local and national policy makers. The paper examines the rationale and met...
In Scotland, as in many countries, the relationship between research, policy and practice has been c...
Education is widely viewed as a instrument for national economic development within a global knowled...
The 2004 review of Scotland’s school curriculum offers the potential for radical change in the educa...
The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al, 2002...
In recent years, a growing political emphasis has been placed upon the development of transformative...
Scotland, in common with many countries internationally, has been learning how to align ideas from r...
Scotland’s Assessment is for Learning initiative (AifL) seeks to introduce a coordinated national sy...
Plans for curriculum or pedagogical innovation often lead to little change in practice. Many innovat...
This article takes the form of a case-study, outlining the progress of policy and practice in Scotla...
The Assessment is for Learning programme has been implemented by Learning and Teaching Scotland over...
This article discusses the issue of the sustainability of educational change, in the light of findin...
Assessment for learning is widely acknowledged in international research as an effective approach to...
The government in Scotland has made education their defining mission, setting out a clear framework ...
Scotland's Assessment is for Learning initiative (AifL) seeks to introduce a co-ordinated national s...
In this paper we trace the development of the King’s Formative Assessment Programme (KFAP) from its ...
In Scotland, as in many countries, the relationship between research, policy and practice has been c...
Education is widely viewed as a instrument for national economic development within a global knowled...
The 2004 review of Scotland’s school curriculum offers the potential for radical change in the educa...
The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al, 2002...
In recent years, a growing political emphasis has been placed upon the development of transformative...
Scotland, in common with many countries internationally, has been learning how to align ideas from r...
Scotland’s Assessment is for Learning initiative (AifL) seeks to introduce a coordinated national sy...
Plans for curriculum or pedagogical innovation often lead to little change in practice. Many innovat...
This article takes the form of a case-study, outlining the progress of policy and practice in Scotla...
The Assessment is for Learning programme has been implemented by Learning and Teaching Scotland over...
This article discusses the issue of the sustainability of educational change, in the light of findin...
Assessment for learning is widely acknowledged in international research as an effective approach to...
The government in Scotland has made education their defining mission, setting out a clear framework ...
Scotland's Assessment is for Learning initiative (AifL) seeks to introduce a co-ordinated national s...
In this paper we trace the development of the King’s Formative Assessment Programme (KFAP) from its ...
In Scotland, as in many countries, the relationship between research, policy and practice has been c...
Education is widely viewed as a instrument for national economic development within a global knowled...
The 2004 review of Scotland’s school curriculum offers the potential for radical change in the educa...