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The Curriculum Journal Volume 16, 2005 - Issue 2: Special Issue: Formative Assessment. Guest Editor: Paul Black
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Original Articles

The journey so far: assessment for learning in Scotland

Carolyn Hutchinson Scottish Executive Education Department
&
Louise Hayward University of Glasgow
Pages 225-248 | Published online: 17 Feb 2007

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Sarah MacQuarrie, Fiona Lyon & Susan Dawson. (2021) Implementation of assessment reform: insights from minority language provision. Language and Education 35:4, pages 316-336.
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Constant Leung, Michael Evans & Yongcan Liu. (2021) English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England. Language Assessment Quarterly 18:3, pages 296-315.
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J. Joy Cumming, Fabienne M. Van Der Kleij & Lenore Adie. (2019) Contesting educational assessment policies in Australia. Journal of Education Policy 34:6, pages 836-857.
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Sreekanth Yagnamurthy. (2017) Continuous and comprehensive evaluation (CCE): policy and practice at the national level. The Curriculum Journal 28:3, pages 421-441.
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Kay Livingston & Carolyn Hutchinson. (2017) Developing teachers’ capacities in assessment through career-long professional learning. Assessment in Education: Principles, Policy & Practice 24:2, pages 290-307.
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Anne-Marie O’Neill. (2016) Assessment-based curriculum: globalising and enterprising culture, human capital and teacher–technicians in Aotearoa New Zealand. Journal of Education Policy 31:5, pages 598-621.
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Anne-Marie O’Neill. (2015) The New Zealand experiment: assessment-driven curriculum – managing standards, competition and performance to strengthen governmentality. Journal of Education Policy 30:6, pages 831-854.
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Daniel Erik Nordholm. (2015) Sense-making in a Temporary Organization: Implementing a New Curriculum in a Swedish Municipality. Scandinavian Journal of Educational Research 59:5, pages 531-545.
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Louise Hayward. (2015) Assessment is learning: the preposition vanishes. Assessment in Education: Principles, Policy & Practice 22:1, pages 27-43.
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Hege Hermansen. (2014) Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. The Curriculum Journal 25:4, pages 470-494.
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Mark Priestley, Sarah Minty & Michelle Eager. (2014) School-based curriculum development in Scotland: curriculum policy and enactment. Pedagogy, Culture & Society 22:2, pages 189-211.
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E. Louise Hayward & Carolyn Hutchinson. (2013) ‘Exactly what do you mean by consistency?’ Exploring concepts of consistency and standards in Curriculum for Excellence in Scotland. Assessment in Education: Principles, Policy & Practice 20:1, pages 53-68.
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Sandra Johnson. (2013) On the reliability of high-stakes teacher assessment. Research Papers in Education 28:1, pages 91-105.
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M. Priestley & K. Miller. (2012) Educational change in Scotland: policy, context and biography. The Curriculum Journal 23:1, pages 99-116.
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Val Klenowski & Claire Wyatt-Smith. (2012) The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy & Practice 19:1, pages 65-79.
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Jill Willis. (2011) Affiliation, autonomy and Assessment for Learning. Assessment in Education: Principles, Policy & Practice 18:4, pages 399-415.
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CarolynS. Wallace & Mark Priestley. (2011) Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change. Journal of Curriculum Studies 43:3, pages 357-381.
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Mark Priestley, Kate Miller, Louise Barrett & Carolyn Wallace. (2011) Teacher learning communities and educational change in Scotland: the Highland experience. British Educational Research Journal 37:2, pages 265-284.
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Louise Hayward & Ernest Spencer. (2010) The complexities of change: formative assessment in Scotland. The Curriculum Journal 21:2, pages 161-177.
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Mark Priestley & Walter Humes. (2010) The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu. Oxford Review of Education 36:3, pages 345-361.
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Claire Wyatt‐Smith, Val Klenowski & Stephanie Gunn. (2010) The centrality of teachers’ judgement practice in assessment: a study of standards in moderation. Assessment in Education: Principles, Policy & Practice 17:1, pages 59-75.
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Helen Dixon & Mavis Haigh. (2009) Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development 13:2, pages 173-186.
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ElaineM. Cowan. (2009) Implementing formative assessment: student teachers’ experiences on placements. Teacher Development 13:1, pages 71-84.
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GraemeB. Wilson, RaymondA.R. MacDonald, Charles Byrne, Sandra Ewing & Marion Sheridan. (2008) Dread and passion: primary and secondary teachers' views on teaching the arts1 . The Curriculum Journal 19:1, pages 37-53.
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Michael O’Leary. (2008) Towards an agenda for professional development in assessment. Journal of In-Service Education 34:1, pages 109-114.
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Constant Leung. (2007) Dynamic Assessment: Assessment for and as Teaching?. Language Assessment Quarterly 4:3, pages 257-278.
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E. Louise Hayward. (2007) Curriculum, pedagogies and assessment in Scotland: the quest for social justice. ‘Ah kent yir faither’. Assessment in Education: Principles, Policy & Practice 14:2, pages 251-268.
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David Miller & Fiona Lavin. (2007) ‘But now I feel I want to give it a try’: formative assessment, self-esteem and a sense of competence. The Curriculum Journal 18:1, pages 3-25.
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Bob Lingard, Martin Mills & Debra Hayes. (2006) Enabling and aligning assessment for learning: some research and policy lessons from Queensland. International Studies in Sociology of Education 16:2, pages 83-103.
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Mark Priestley & Daniela Sime. (2005) Formative assessment for all: a whole-school approach to pedagogic change. The Curriculum Journal 16:4, pages 475-492.
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Articles from other publishers (25)

Lonneke H. Schellekens, Harold G.J. Bok, Lubberta H. de Jong, Marieke F. van der Schaaf, Wim D.J. Kremer & Cees P.M. van der Vleuten. (2021) A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation 71, pages 101094.
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Mithat TAKUNYACI & Emin AYDIN. (2021) Group Moderation Assessment Model: An Example of an Open-Ended Mathematics ExamGrup Uyumu Değerlendirme Modeli: Açık Uçlu Matematik Sınavı Örneği. Sakarya University Journal of Education 11:2, pages 357-378.
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Jakub Holec. (2020) Přírodověda, přírodopis a biologie v RVP – na co se zaměřit v budoucích revizích?. Biologie. Chemie. Zeměpis 29:2, pages 27-38.
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Xinying Yin & Gayle A. Buck. (2019) Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education 80, pages 27-38.
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Masahiro Arimoto & Ian Clark. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback 474 503 .
Hege Hermansen. (2017) Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education 65, pages 1-9.
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Sue Timmis, Patricia Broadfoot, Rosamund Sutherland & Alison Oldfield. (2016) Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal 42:3, pages 454-476.
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Ernest Spencer & Louise Hayward. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation 111 127 .
Sue Swaffield. 2016. Leadership in Diverse Learning Contexts. Leadership in Diverse Learning Contexts 93 108 .
David ScottDavid Scott. 2016. New Perspectives on Curriculum, Learning and Assessment. New Perspectives on Curriculum, Learning and Assessment 111 141 .
Chris Harrison. 2013. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy 347 358 .
Paul Black. 2013. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy 207 229 .
Ian Clark. (2012) Formative Assessment: Assessment Is for Self-regulated Learning. Educational Psychology Review 24:2, pages 205-249.
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Moira HulmeStephen McKinney, Stuart Hall & Beth Cross. (2011) Pupil participation in Scottish schools: How far have we come?. Improving Schools 14:2, pages 130-144.
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Gordon Stobart. (2011) « L’évaluation pour les apprentissages » : d’une expérimentation locale à une politique nationale“Assessing for learning” from local experiments to national policy“La evaluación para los aprendizajes”: de una experimentación local a una política nacional„Die Beurteilung für das Erlernen“: vom Lokalexperiment bis hin zur Nationalpolitik. Revue française de pédagogie:174, pages 41-48.
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Carolyn Hutchinson & Myra Young. (2011) Assessment for learning in the accountability era: Empirical evidence from Scotland. Studies in Educational Evaluation 37:1, pages 62-70.
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Sue Swaffield. 2011. International Handbook of Leadership for Learning. International Handbook of Leadership for Learning 1047 1065 .
John Gardner, Wynne Harlen, Louise Hayward & Gordon Stobart. 2011. Assessment Reform in Education. Assessment Reform in Education 105 119 .
George MacBride, E. Louise Hayward, Gordon Hayward, Ernest Spencer, Elsa Ekevall, Jane Magill, Ann Catrina Bryce & Brian Stimpson. (2010) Engineering the Future: Embedding Engineering Permanently Across the School–University Interface. IEEE Transactions on Education 53:1, pages 120-127.
Crossref
D. Raffe. 2010. International Encyclopedia of Education. International Encyclopedia of Education 770 775 .
R. Daugherty. 2010. International Encyclopedia of Education. International Encyclopedia of Education 384 391 .
Constant Leung & Catriona Scott. (2009) FORMATIVE ASSESSMENT IN LANGUAGE EDUCATION POLICIES: EMERGING LESSONS FROM WALES AND SCOTLAND. Annual Review of Applied Linguistics 29, pages 64-79.
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Judy Robertson & Cathrin Howells. (2008) Computer game design: Opportunities for successful learning. Computers & Education 50:2, pages 559-578.
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Lesley Reid. (2016) Teachers talking about writing assessment: valuable professional learning?. Improving Schools 10:2, pages 132-149.
Crossref
Wynne Harlen. 2007. QualitÄt von Grundschulunterricht. QualitÄt von Grundschulunterricht 51 65 .

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