Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools

Abstract

This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher‐centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices.