CERI/OECD “Improving Learning through Formative Assessment” 4 February, 2005.

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CERI/OECD “Improving Learning through Formative Assessment” 4 February, 2005

Policy principles Keep the focus on teaching and learning Align summative and formative assessment approaches Ensure that data gathered at classroom, school and system levels are linked and used formatively, to shape improvements at every level of the system Invest in training and support for formative assessment Build stronger bridges between research, policy and practice

Keep the focus on teaching and learning Policy leaders send consistent, strong messages about the importance of: quality teaching and assessment adapting teaching to meet a diversity of student needs promoting students’ skills for “learning to learn”

Align summative and formative assessment approaches Ensure that policies do not compete with each other Use elements of assessment to reinforce improvement at every level of the system Ensure that standardised tests measure students’ reasoning skills, understanding of key concepts, and ability to develop strategies for solving problems Ensure that school and teacher performance are judged on a wide range of measures

Ensure that data gathered at classroom, school and system levels are linked and used formatively, to shape improvements at every level of the system Strengthen evaluation cultures in schools Link classroom, school and systemic assessment and evaluation

Invest in training and support for formative assessment Effective teacher training Ongoing professional development Appropriate tools for classroom use

Encourage innovation Give teachers “permission to innovate” Support pilot projects

Build stronger bridges between research, policy and practice Invest in training for research literacy Develop “best-practice” databases Invest in further research

Investments in further research The impact of formative assessment on general student achievement The relative impact of formative assessment for underachieving students Effective formative approaches for students based on gender, ethnicity, socio-economic status, age Connections between students’ emotions and learning Expansion of teacher repertoires Challenges of deepening and broadening practice.

Information gathered at each level of the system can be used to identify strengths and weaknesses, and to shape strategies for improvement.