This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning.

It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the context of current assessment policy in this country.

Evidence presented in the book is drawn from original research projects of both authors, most of which is being published for the first time.

Themes addressed in the various chapters include feedback, power and roles of learners and teachers in formative assessment; self and peer assessment; and sharing success criteria with learners. There are also chapters on formative assessment in: literacy, numeracy, art, science, history, and play.

The book aims to equip the reader, whether teacher, student teacher, teacher educator, or researcher, with a sophisticated grasp of issues in formative assessment, and how they relate to the promotion of pupil learning.