High stakes summative assessment has been a significant element of educational policy in England and Wales for more than a decade. However, research evidence indicates that formative assessment is more likely to raise student achievement. Although some students are able to use summative assessment formatively, devising their own self-regulated learning strategies, which will support them in lifelong learning, many students fail to do so and for them an emphasis on summative assessment often leads to a reduction in self-efficacy and motivation. This paper reports on an investigation into students' beliefs about themselves as learners of mathematics and the strategies they use before and after assessment. Although most students believe in the value of revision, they often fail to employ effective revision strategies and many fail to use assessment results formatively. (Contains 1 table.) [For complete proceedings, see ED500860.]