ABSTRACT
This chapter describes and discusses two quite different initiatives for teachers’ professional development in which I was personally involved. The first, the Nuffield A-level physics project, dates from 1968 to 1972, when, as a university physicist, I was joint organizer of a project to develop and implement a radically new course for A-level physics.1 The second dates from 1999 to 2002, and was a project based at King’s College London which deployed broadly based research evidence to develop formative assessment within teachers’ pedagogy. I shall describe these in turn, and then, in a closing section, compare and contrast them.
