Some might say that the statement above – a whole-school approach to personalised formative assessment – represents a contradiction in terms. How can a whole-school approach to assessment be personalised? How can a personalised approach come from a whole-school initiative? I would argue not only that a personalised approach can be consistent across the school, but that it should be.
The importance of formative assessment in every day classroom practice is largely undisputed and most schools will tell you that they regularly use formative assessment to support children’s learning and development. But what does formative assessment actually mean? Do all teachers have a clear understanding of what formative assessment is, what their school’s specific approach to using it is, and how they can use it to move children’s learning and understanding forwards?
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