This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning. It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the context of current assessment policy in this country. The book aims to equip the reader, whether teacher, student teacher, teacher educator, or researcher, with a sophisticated grasp of issues in formative assessment, and how they relate to the promotion of pupil learning. The table of contents begins with an introduction followed by these chapters: (1) Assessment and Learning; (2) Formative Assessment and Official Policy: Issues and Challenges; (3) Formative Assessment: What Are Teachers Doing?; (4) Feedback, Power and the Roles of Teachers and Learners in Formative Assessment; (5) Sharing Success Criteria with Learners; (6) Formative Assessment and Literacy; (7) Formative Assessment and Numeracy; (8) Formative Assessment and Art; (9) Formative Assessment and History; (10) Formative Assessment and Science; (11) Formative Assessment and Play; (12) Baseline Assessment and Learning; and (13) Level Descriptions and Opportunities for Formative Assessment. A conclusion is presented at the end of this book.