Long abstract

About Statistics Publications & Documents Information by Country

Formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching – has become a prominent issue in education reform. The achievement gains associated with formative assessment have been described as "among the largest ever reported for educational interventions". While many teachers incorporate aspects of formative assessment into their teaching, it is much less common to find formative assessment practised systematically.

This study features exemplary cases from secondary schools in Canada, Denmark, England, Finland, Italy, New Zealand, Queensland in Australia, and Scotland; international literature reviews; and policy analysis. It shows how formative assessment can be put into practice in schools and classrooms and suggests how policies can support this direction for educational improvement. Formative Assessment: Improving Learning in Secondary Classrooms will be of particular interest to policy-makers, teachers and students.