Assessment for learning: Putting it into practice

published:  September 2004

What happens when teachers try out ideas which research suggests could benefit their students?
In this TLA research summary we feature a study which reported the experiences of a group of teachers who started from research findings to develop formative assessment in their classrooms. The study showed the positive change in their practice.

The study is:

Black, P., C. Harrison, C. Lee, B. Marshall and D. William. Assessment for Learning: Putting it into practice. Maidenhead: Open University Press, 2003.

This study built on earlier work by two of the authors: The booklet Inside the Black Box (Black and Wiliam, 1998b), a research review which explored how formative assessment contributes to effective teaching. Inside the Black Box featured as an earlier TLA research summary.

In Inside the Black Box, the authors pointed out the gap they noticed between the positive research findings on formative assessment and the low take-up of the ideas by practising teachers. They suggested that if research was to make an impact on practice, teachers needed structured support:

'Teachers will not take up attractive sounding ideas, albeit based on extensive research, if these are presented as general principles which leave entirely to them the task of translating them into everyday practice … What they need is a variety of living examples of implementation, by teachers with whom they can identity…and see concrete examples of what doing better means in practice'.

This follow-up study was designed to help bridge the gap between evidence and practice. The study vividly demonstrates how teachers can transform research results into new and effective practice which has a positive impact on the way students learn together and on their attainment. The authors conclude with suggestions for bringing about whole school change, based on their experience gained during the project.