Julie Lilly, Alison Peacock, Sue Shoveller and Dr d’Reen Struthers
This report summarises research carried out by 34 teaching school alliances across the country, exploring alternative approaches to assessment. The research provides further support for formative assessment, and especially the benefits of such assessment when it enables pupils to take ownership of their learning and progress.
It also recommends a culture shift regarding the nature, range and purpose of assessment and a recognition of the new opportunities provided by the new curriculum and removal of levels.
From the research three main priorities emerged for developing assessment at school level: the development of assessment tools to support individual progress; the development of assessment tools to capture and record progress; and the use of technology to track attainment and progress.
In listing research, EdCentral makes no judgment or recommendation as to its quality, validity or methodology and none should be inferred. Through peer ratings left by education practitioners, EdCentral’s aim is to support the development of a repository of shared knowledge and experience.
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