In the current climate of data collection and targets, summative assessment data often provides some kind of evidence that students are making progress and are on track to achieving their target grades – or not. However, there is often great attention given to summative assessment, as it is far more tangible than formative assessment. Many AFL ideas are now embedded in teacher toolkits up and down the country, many of which are now second nature to many practitioners. The questions that we should be asking are whether these ideas are reliable and whether they are valid. More ideas that have found their way into the classroom have been criticised and later developed to improve their effectiveness however, arguments still continue between practitioners over what formative assessment is (Dolin et al., 2018). Over the past 10 years, the AFL Assessment for Learning (also known as formative assessment). Dixson and Worrell (2016) make the distinction clear when they say that the difference is related to how the results are used. For learning to be effective, there needs to be a blend of both types of assessment rooted in schemes of work, with a clear understanding of when and why the assessment strategy should be used.

Hargreaves (2007) adds to this by saying that it enhances students’ learning compared to summative assessment, which simply measures learning. More) as assessment that happens inside the classroom. Black and Wiliam (1998b) define formative assessment or ‘AFL’ ( assessment for learning Known as AfL for short, and also known as formative assessme. Since Black and Wiliam (1998a) published their groundbreaking research on raising standards through classroom assessment, there has been a greater focus during teacher training on formative assessment. This case study will look at how this was approached, what lessons have been learnt and how they could be embedded in other schools. More of assessment (how and when was the paper constructed? How is it marked?).

More (if students did the paper again, would the outcomes be the same?) and validity In assessment, the degree to which a particular assessment m. The objective was to build capacity within staff to change their attitudes towards their approach to assessment and to make sure that all assessment had a purpose (what inferences do you want to make?) and that all staff were aware of how to improve the reliability In assessment, the degree to which the outcome of a particul. A case study of how teachers can improve the validity and reliability of assessment Tom Johns, Associate Assistant Headteacher – Assessment and Reporting, Kingsmead School, Somerset, UKĪfter completing the ‘Assessment Essentials’ course from Evidence Based Education as part of my role, which leads on assessment and reporting, I wanted to deliver inset on making our school’s summative assessments stronger.

Reliability of test in education