The role of teachers in the assessment of learning

Abstract

This pamplet summarises the outcomes of the ASF project. It considers how to arrive at a comprehensive summative assessment system capable of providing information, based on sound evidence, about a wide range of pupil competences. Available research evidence leads to the conclusion that systems relying heavily on test results are found wanting in several respects, particularly in their ability to give a valid and reliable account of pupils' learning. It is argued that the negative consequences of summative assessment for learning and teaching can be minimised by more appropriate use of teachers' judgements.