ABSTRACT
Discussion of classroom assessment practice and implications for teachers’ professional learning, draws attention to the close relationship between assessment and pedagogy. Indeed, the central argument is that effective assessment for learning is central and integral to teaching and learning. This raises some theoretical questions about the ways in which assessment, on the one hand, and learning, on the other, are conceptualized and how they articulate. This chapter considers the relationship between assessment practice and the ways in which the processes and outcomes of learning are understood.
