Living Reference Work Entry

Encyclopedia of Educational Philosophy and Theory

pp 1-5

Date: Latest Version

Adapting Pedagogy for Formative Assessment


Assessment for Learning is an accepted approach to pedagogy in many countries where the purpose of assessment is to provide feedback and guidance to inform future learning. Both teachers and learners are involved, but ultimately it is the learner that needs to take action. Adapting pedagogy to make room for feedback and action is a complex process that takes time and effort to evolve.

Classroom Assessment

Black and Wiliam’s (1998) survey of evidence linking assessment with improved learning has significantly influenced how educators and policymakers have conceptualized classroom assessment over the last three decades. Within classroom activities, teachers are able to collect data on student understanding from the way learners answer questions, the questions they raise, and the quality of the artifacts they produce. If this assessment information is then interpreted and used by teachers, students, and their peers, to make decisions and take action to enhance learning, the asse ...

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