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AfL: Overview documents

Overview documents

Assessment for learning: 10 principles Assessment for learning: 10 principles - research-based principles to guide classroom practice, Assessment Reform Group (2002)
Assessment for learning is one of the most important purposes of assessment. The 10 principles outlined on this leaflet/poster have benefited from comments from a wide variety of individuals and associations.
Key stages: all

Inside the black box Inside the black box: raising standards through classroom assessment, Paul Black and Dylan Wiliam (King's College London, 1998 reissued by NFER Nelson, 2004)
Based on an extensive review of recent research on formative assessment, the authors argue that formative assessment is at the heart of effective teaching, and that improvement in this area would raise standards of learning. They propose a four-point scheme for improving formative assessment, and stress the need for support and commitment on a national level.
Key stages: all
Assessment for learning: beyond the black box Assessment for learning: beyond the black box, Assessment Reform Group (University of Cambridge School of Education, 1999)
This pamphlet discusses the ways in which teachers can use assessment as a tool to promote effective learning. It identifies five key factors in improving teaching and learning and discusses the difference between assessment for learning and other forms of classroom assessment. It concludes with a series of proposals for improving classroom learning.
Key stages: all

image - Working inside the black box Working inside the black box: assessment for learning in the classroom, Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam (King's College London, 2002 reissued by NFER Nelson, 2004)
This pamphlet presents the findings of a research programme where teachers implemented ideas from Inside the black box. The main areas in which learning can be improved are identified as high-level questioning, feedback through marking, peer assessment and self-assessment, and the formative use of summative assessment. It suggests ways in which classroom learning can be improved by individual teachers and on a school-wide basis.
Key stages: all
Assessment for learning: beyond the black box Formative assessment: implications for classroom practice, Bet McCallum (Institute of Education, 2000)


Survey of research work on assessment for learning. Provides an analysis of existing materials and work in progress on assessment for learning.
Key stages: all

Image: Assessment Literacy for wise decisions front cover Assessment literacy for wise decisions, Sue Swaffield and Peter Dudley (Association of Teachers and Lecturers, 2003)


Booklet aimed at assisting teachers in developing an understanding of the issues surrounding assessment and performance data. Analyses several common types of assessment to show whether they are formative or summative, and explains their possible uses and their limitations. Suggests how data analysis can be used to improve teaching and learning.
Key characteristics of AfL: effective questioning, marking and feedback strategies, planning
Key stages: all
Pupils’ learning from teachers’ responses Pupils' learning from teachers' responses (AAIA, 2000)
Booklet including information on marking strategies, feedback to pupils and helping pupils assess their work.
Key characteristics of AfL: marking and feedback strategies
Key stages: all

Teacher assessment in action (AAIA)


Principles and suggestions relating to all aspects of assessment, recording and reporting.
Key characteristics of AfL: formative use of summative assessment, marking and feedback strategies
Key stages: all

Teachers’ use of assessment for learning to raise standards Report on teachers' perception of formative assessment, Ann Neesom (2000)
Outcomes of a survey of teachers' perceptions of formative assessment. Appendix 4 provides a useful summary leaflet on assessment for learning and assessment of learning. Includes recommendations for further work in the area.
Key stages: 1-3

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