Assessment for Learning:
Research-based principles to guide classroom practice
Assessment Reform Group
Assessment should take account of the importance of learner motivation Assessment for learning should be sensitive and constructive because any assessment has an emotional impact Teachers should be aware of the impact that comments, marks and grades can have on learners’ confidence and enthusiasm and should be Assessment Teachers require the professional as constructive as possible for learning knowledge and skills to: plan for in the feedback that they should be recognised assessment; observe learning; give. Comments that as central to classroom analyse and interpret evidence focus on the work rather practice of learning; give feedback to than the person are learners and support learners more constructive for Much of what teachers and learners do in in self-assessment. Teachers both learning and classrooms can be described as assessment. should be supported in motivation. That is, tasks and questions prompt learners developing these skills to demonstrate their knowledge, through initial and understanding and skills. What learners continuing professional say and do is then observed and development. interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers is sensitive Assessment for learning should and learners in reflection, and focus on how students learn dialogue and decision constructive making. The process of learning has to be in the minds of both is a key learner and teacher when assessment is planned and when professional the evidence is interpreted. Learners should become as aware skill of the ‘how’ of their learning as they are of the ‘what’. Assessment for learning should be regarded as a key professional skill for teachers is central to classroom practice Assessment that encourages Assessment for...