Assessing Pupils' Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by…

This paper presents the results of a small-scale qualitative study conducted at a UK university in which a sample of undergraduate students were asked to reflect on the (often subconscious) processes they use to engage with, act upon, store and recall feedback. Through the use of micro-blogging, weekly diaries and semi-structured interviews, the…

This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure…