ABSTRACT

In this chapter, the authors take the stance that assessment should drive, inform and shape our long-, medium- and short-term planning. The chapter explores some of the key definitions that underpin our professional understanding of assessment. It then translates these theoretical principles of assessment into planning and practice, providing a framework that promotes an approach to planning where assessment is integral to the design of a lesson and a sequence of lessons. Formative Assessment is defined as any assessment practice where the evidence of learning informs teaching, planning and learning, both ‘in the moment’ and after. Summative Assessment (SA) is defined as any assessment practice that sums up learning. A key characteristic of SA is its reliability. For instance, SA tasks have to be carefully designed so that there is minimal opportunity for different interpretations of particular questions or tasks.