ABSTRACT
This chapter considers the interpretation of the information, leading to decisions about next steps in learning and how to help children take them by continuing to move round the formative assessment cycle. Given more information about the development of skill in observation of a number of children, these statements could be refined into a list of indicators arranged as far as possible in the sequence of development. In principle, it would be possible to use what is known from research about the development of children's scientific ideas to describe development in terms of indicators, as the authors have done for inquiry skills. Teachers also obtain feedback that can be used in their planning through looking for evidence of their pupils using certain skills or ideas guided by the indicators as described earlier. Such questions and comments are part of learning and teachers should check that children understand them and have planned time to respond to them where this is required.
