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Formative assessment and the professional development of teachers: Are we focusing on what is important?

Helen Dixon and Ruth Williams

Research suggests that teachers need a great deal of professional support if they are to acquire and use new knowledge and skills, but within the area of formative assessment teachers have often been expected implement policy with little help or support. A research project investigating the factors that have shaped and influenced teachers’ understandings of formative assessment points to the need for a focus in this area.

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