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Why aren’t teachers using formative assessment? What can be done about it?

Elizabeth Bond, Geoff Woolcott, & Christos Markopoulos

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers.

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