ABSTRACT
This chapter recognises that learning in primary schools is changing, and that assessment for learning techniques have to change in order to match these movements in educational thinking. Key concepts that teachers need to bring about effective assessment are considered: in particular, feedback and dialogue. The role of marking and its associated skills are discussed. The chapter then moves on to examine cross-curricular issues in assessment. A case study provides a practical example of assessment in its dynamic role, guiding learning. The chapter concludes that assessment works best when children adopt it as part of the integrated classroom experience.
