ABSTRACT
This chapter describes the different purposes for assessing pupil learning. It considers the differences between formative and summative assessment. The chapter explores how to support assessments which are linked to learning and teaching in classrooms. It also explores debates about what is assessed by exploring 'success' criteria, data driven assessment and the regulation of learning through assessment. The research summaries offer an overview of work which can be followed up in more detail if needed to make links between theory and practice. The Teaching Assistant (TA) supports assessment by making observations of what pupils know and understand, and then uses this information to plan for the next stage of learning. Summative assessment is used to monitor progress usually at the end of a term, topic; this is often used to check grades and levels against assessment criteria. Amy is a TA supporting a group of pupils ordering unit fractions in a mathematics class.
