David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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British Journal of Educational Studies 53 (1):54 - 65 (2005)
This article is concerned with the relationship between assessment information and teacher planning. In the UK, although planning used to be central to characterisations of formative assessment, the most recent government proclamations under the 'Assessment for Learning' banner offer no clear role for teachers making decisions about what to do based on assessment information. In this article, the reasons behind the shift will be examined. 'Contingent planning' will be proposed as a mechanism for using assessment information in a planning context.
|Keywords||assessment information formative assessment teacher planning|
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