ABSTRACT
In this chapter we will place our emphasis on formative assessment in ways that reflect back to where we considered how response lies at the heart of teaching writing. Assessment is about knowing and respecting each child as a writer. The development of engagement and confidence is obvious in the sessions and students of all abilities are making progress because they have invested more in their learning. The Centre for Literacy in Primary Education (CLPE), Primary Language Record is a good starting point for thinking about how you might structure a portfolio or similar testimony of progress. Elbow (2000) recognises the value of a whole range of responses and focus for assessment. Armstrong conceives of the act of reading as an interpretative art. Teachers writing groups create the possibility of re-articulating what development as a writer might look like. The understanding of the kinds of assessment are fair and constructive, which properly reflects in child's skills.
