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ERIC Number: EJ906984
Record Type: Journal
Publication Date: 2010
Pages: 35
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1099-839X
The Development of "Project 1": Formative Assessment Strategies in UK Schools
Clark, Ian
Current Issues in Education, v13 n3 2010
In recent years, a growing political emphasis has been placed upon the development of transformative assessment-driven reform in schools. There is global consensus on the value of assessment activities that are carefully designed to be consistent with desired learning outcomes, and which coherently connect learning theory, the curriculum, classroom activities and assessment. The consensus ends when there is debate between those who believe that schools produce more able students when they are faced with summative assessments and those who propose the implementation of formative assessment strategies in classrooms. This article presents a literature review which investigates the large-scale transformation of classroom practice in the Scottish region of the UK, known as "Project 1." The article begins with a summary overview of "Project 1" and continues with a conceptual discussion of formative and summative assessment. The latter sections of the article delineate the key architectural principles underpinning formative assessment in practical settings before going on to present the professional evaluations of "Project 1" by participating teachers.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (Scotland)