ABSTRACT
In the introductory part of the final discussion, I would like to start by thanking the editors for the invitation to act as a discussant for this special issue. Moreover, I complement the contributors for authoring useful, interesting and challenging papers. This special issue is a timely initiative in developing more knowledge and deeper understanding of assessment of, as, and for teaching. The alert reader might have noticed that the title of my contribution is not Formative assessment of teachers, but Formative assessment of teacher learning. In my opinion it is the act of teacher learning which is object to assessment in the papers, and not the teacher as a person.
