Assessment: formative and classroom-based

Nikki Booth | View as single page | Feedback/Impact
Assessment: formative and classroom-based
How to use this guide
About this guide
Evidence
Origins and Definitions
Contextual matters
Pedagogical interventions
Case studies
References
From formative evaluation to formative assessment
Why hasn’t formative assessment had the impact it promised?
Learning intentions and success criteria
King’s-Medway-Oxfordshire Formative Assessment Project (KMOFAP)
What is assessment?
Validity and reliability in assessment
Gathering quality evidence of pupil learning
Embedding Formative Assessment programme (Education Endowment Fund)
Defining formative assessment
Providing feedback to move teaching and learning forward
Deferences between formative assessment and Assessment for Learning (AfL)
Peer- and self-assessment
Short-cycle formative assessment framework
Medium-cycle formative assessment
Long-cycle formative assessment
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online communities

King’s-Medway-Oxfordshire Formative Assessment Project (KMOFAP)

The KMOFAP was successful in developing the implementation of formative practice in classrooms. It led to numerous other professional development projects in the area of classroom-based assessment. A follow-up project was undertaken in Jersey, which led to the removal of national testing at Key Stages 1, 2 and 3 in order to set up the culture for developing Assessment for Learning practice successfully.

More information about this project can be retrieved from: