'Assessment and classroom learning', Paul Black and Dylan Wiliam in Assessment in education 5/1 (1998) 7-75
Extensive review of research on formative assessment.

Assessment for learning, Ruth Sutton (RS Publications, 1995)
This book complements the author's Assessment: a framework for teachers, published in 1991. It examines the following aspects of assessment for learning: planning, differentiation, progression, marking, portfolios, standards and standardising, student involvement and value added.

Assessment for learning: integrating assessment for different purposes, Assessment Reform Group (2001)
Report on an Assessment Reform Group conference of policy makers and practitioners held in November 2000.

Assessment for Learning: putting it into practice, Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam (Open University Press, 2003)
This book is an expansion of Inside the Black Box and Working inside the Black Box by the same authors (see AfL Key Resources section). It is based on a two-year project involving 36 teachers in schools in Medway and Oxfordshire. The book offers insights into assessment for learning as teachers describe in their own words how they turned the ideas in the book into practical action in their schools.

Key stages: all

Assessment Reform Group, Collaborative Review Group: Assessment and Learning Research Synthesis Group (ALRSG)
The Assessment and Learning Research Synthesis Group was set up to review research relating to the practice, processes and outcomes of assessment in schools. The reviews are currently undertaken by the Graduate School of Education at Bristol University.

Assessment: making a difference (Birmingham LEA, 1999/2000)
Video and supporting booklet that focuses on assessment for learning in primary schools.
For information contact David Bartlett: david.bartlett@birmingham.gov.uk
Key characteristics of AfL: sharing learning intentions, marking and feedback strategies, peer and self-assessment
Key stages: 1-2

Building bridges: guidance and training materials for teachers of year 6 and year 7 pupils (SCAA, 1998)
Guidance and training materials for teachers of year 6 and year 7 pupils.
Hard copies available from QCA Orderline, PO Box 29, Norwich. NR3 1GN. Tel: 08700 60 60 15. Fax: 08700 60 60 17, email: orderline@qca.org.uk (order ref QCA/98/144).
Key stages: 2-3

Classroom assessment for students with learning difficulties/disabilities, Jill Porter, Christopher Robertson, Helen Hayhoe (University of Birmingham, 2000)
Report drawing on work from formative assessment, including the LEARN reports. It uses a case study method to look at the day-to-day assessment of pupils operating below level 3 of the national curriculum framework and level 1 of the qualifications framework. The report focuses on six schools and four colleges that have recognised good practice with pupils with learning difficulties or disabilities.

Classroom assessment: a survey of current practice in Suffolk schools (Suffolk LEA, 1999/2000)
Detailed investigation into assessment for learning practice in Suffolk schools.
For further information visit: www.slamnet.org.uk/assessment/

Key characteristics of AfL: effective questioning, sharing learning intentions, peer and self-assessment, marking and feedback strategies
Key stages: all

The curriculum in successful primary schools (Ofsted, 2002)
Report focusing on how primary schools adapt their teaching and the curriculum to accommodate the methods and content of the national literacy and numeracy strategies. Available from Ofsted Publications Centre, tel: 07002 637 833, fax: 07002 693 274, email: freepublications@ofsted.gov.uk (ref HMI 553).
Key stages: 1-2

Enriching feedback in the primary curriculum: oral and written feedback from teachers and children, Shirley Clarke (Hodder & Stoughton, 2003)
Drawing on classroom reasearch and focussing on practical issues and examples from across the primary classroom, this book offers clear strategies for purposeful marking and effective feedback. The author explores different ways of marking, including pupil and paired marking, and provides INSET suggestions and advice on implementing a whole-school feedback policy.

Key characteristics of AfL: sharing learning intentions, marking and feedback strategies, peer and self-assessment
Key stages: 1-2

'Formative assessment: revisiting the territory', D Royce Sadler in Assessment in Education 5/1 (1998) 77-84
Article reiterating the positions reached by Black and Wiliam's review of research into formative assessment, namely that it improves the quality of teaching and learning, and that due attention must be paid to the technical structure of feedback and its accessibility to the learner.

King's-Medway-Oxfordshire formative assessment project (KMOFAP)
Development of formative assessment in secondary schools in mathematics and science as an integral part of day-to-day teaching strategies, focusing on embedding successful strategies in teachers' practice.

The LEARN project: Learners' expectations of assessment requirements nationally (Bristol University, 1999)
Research to find out how students understand the purpose, requirements and assessment of the courses they follow and how they think they learn best.

The LEARN project: Phase 2 Developing assessment in the primary school (Bristol University, 2000)
Research report outlining the outcomes and implications of an action research project in two schools.

The LEARN project: Phase 2 Guidance for schools on assessment for learning (Bristol University, 2000)
Research report including studies of pupils' perceptions of assessment in schools, how pupils perceive and respond to feedback, and low achievers' perceptions of assessment.

Learning how to learn in classrooms, schools and networks: teaching and learning research programme (phase II), Mary James, Dylan Wiliam, Geoff Southworth (ESRC project)
Research on how assessment for learning can be developed as part of learning how to learn in classrooms, schools and networks. Work in progress (January 2001 to December 2004).

Making effective use of key stage 2 assessment at transfer between key stage 2 and key stage 3 (SCAA, 1997)
Offers advice to teachers in primary and secondary schools on how the information provided on pupils in year 6 might be used as pupils transfer from key stage 2 to key stage 3.
Key stages: 2-3

Raising standards through classroom assessment (General Teaching Council for England, May 2001)
This summary of Paul Black and Dylan Wiliam, Inside the Black Box, highlights information which is of use to teachers who are interested in finding out more about using assessment as a teaching and learning tool in their classrooms. It also includes suggestions for further reading and provides case study material to illustrate the main points made by the study.

Key characteristics of AfL: effective questioning, self-assessment, feedback strategies
Key stages: all

Simply assessment (Northumberland LEA, 1998)
An INSET discussion pack for day-to-day assessment. Examines a range of assessment strategies.

Target setting using assessment to raise standards (Oxfordshire and Bucks LEA presentation at AAIA National Conference, 1998)
Analysing individual, group and class cohort achievement so that learning can be focused on pupils' needs. Setting curriculum targets with pupils based on what they know and how they can improve. Published as a booklet in September 1999.

Targeting assessment in the primary classroom, Shirley Clarke (Hodder and Stoughton, 1998)
Practical strategies for planning, assessment, children's feedback and target setting.
Key stages: 1-2

Teacher assessment in key stage 2 (SCAA, 1997)

Gives examples of how teachers formulate learning objectives and the range of strategies they use for everyday assessment of children's progress.
Key stage: 2

Teacher assessment in KS2: case studies in mathematics and science (Cambridgeshire LEA, 1998)
Booklet containing examples of pairs of lessons to illustrate formative assessment. For information contact Keith Grimwade:

keith.grimwade@education.cam.cnty.gov.uk
Key stage: 2

Unlocking formative assessment: practical strategies for enhancing pupils' learning in the primary classroom, Shirley Clarke (Hodder & Stoughton, 2001)
Practical guide explaining how to implement assessment strategies that will engage with and support children's learning, improve progress and raise confidence and self-esteem. Focuses on how formative assessment can be developed as an integral element of good classroom practice.

Key characteristics of AfL: formative use of summative assessment
Key stages: 1-2

Using assessment for school improvement, Mary James (Heinemann, 1998)

Book for school managers and assessment coordinators, providing a framework for developing a whole-school approach to assessment for learning and improvement.

Using questions to assess and develop children's understanding and thinking in literacy (Manchester LEA, 1999/2000)

Document to support literacy through questioning.