"A clear distinction should be made between assessment of learning for the purposes of grading and reporting, which has its own well-established procedures, and assessment for learning which calls for different priorities, new procedures and new commitment." (Assessment Reform Group, 1999)

The current policy context makes it difficult to see beyond the screen of externally imposed or recommended tests. Two statements by Paul Black and Dylan Wiliam, from their: Inside the Black Box: Raising Standards Through Classroom Assessment succinctly illustrate this:

 "The collection of marks to fill up records is given greater priority than the analysis of pupils' work to discern learning needs."

 "... all subsequent statements of government policy, have emphasised the importance of formative assessment by teachers. However, most of the available resources, and public and political attention, have been concentrated on the tests which are given at the end of the Key Stages to yield overall levels or grades, and whilst teachers' contributions to these 'summative' assessments have been given some formal status, hardly any attention is paid to them. Moreover, the problems of the relationship between teachers' formative and their summative roles have received no attention."

This document is intended to:

• help to clarify the distinctions between assessment for learning and assessment of learning;

• support the case for a greater commitment to assessment for learning, both in policy and in practice;

• bring together some suggestions for, and examples of, practice which effectively promotes assessment for learning;

• highlight some of the key research which has recently been undertaken in this field.

One of the most striking findings from across the whole range of research is that formative assessment, assessment for learning, raises standards.

A change in both attitudes and emphasis will take time, effort and commitment if it is to have a lasting impact. Worthwhile when the rewards are higher standards!