Working Inside the Black Box: Assessment for Learning in the Classroom

Based on extensive research by King’s College, London, The Black Box Series offers practical advice for teachers on how to implement the key techniques within formative assessments. This includes questioning, feedback and peer/self-assessment.

Comprising both generic and subject-specific booklets, the series includes important research findings and recommendations for supporting and embedding assessment for learning in classrooms.

For schools developing their own assessment framework in light of the removal of National Curriculum levels, the Inside the Black Box of Assessment aims to support schools in developing the quality of their assessment system, whilst raising pupils’ achievement.

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability. Or of ranking, or of certifying competence.

An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs.

Working Inside the Black Box takes a more practical slant, offering practical ideas and advice for the improvement of classroom assessment.