ABSTRACT
Introduction: The Social Setting of Classroom Assessment Over recent years, teachers have been encouraged to improve their classroom assessment skills, especially in England and Wales with the introduction of a formal role for teacher assessment at all stages of National Curriculum Assessment. A particular focus has been placed on the formative role that classroom assessment can play in learning, with teacher questioning and teacher observation of pupils during classroom work emphasized as key elements of good quality teaching and assessing (for example, Alexander et al. 1992; SCAA 1997).
