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ERIC Number: EJ859747
Record Type: Journal
Publication Date: 2009-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0025-5785
Active Assessment
Naylor, Stuart; Keogh, Brenda
Mathematics Teaching, n215 p35-37 Sep 2009
Expectations about how assessment takes place in schools rarely stand still. Summative and periodic assessments continue to have their traditional place in tracking pupil progress. Using assessment data for school accountability is a more recent phenomenon. Now the development of APP (Assessing Pupils' Progress) programmes in schools in England appears to add further layers to the process of assessment. It is not surprising that some teachers raise concerns about the demands made on them by these assessment processes. They, and the authors, wonder whether using assessment to support learning needs to be quite so complex, difficult, and demanding. As the authors became more aware of the links between thinking, learning, and assessment they began to use the phrase "Active Assessment" to describe the connection. By Active Assessment they mean using strategies that actively involve learners in purposeful assessment activities and sow the seeds of further learning. The approach involves using activities that generate discussion and potentially lead to disagreement amongst pupils. Their disagreement identifies a problem to be resolved, and this provides a purpose for the rest of the lesson. In this article, the authors provide examples that will help clarify what this looks like in practice.
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)