This paper reports findings from an investigation of the implementation of "assessment for learning" in classroom music instruction in Hong Kong primary schools, focusing on the changes in assessment practice and music teachers' classroom instruction. Qualitative methodology was employed to document the cases of three music teachers. It…

The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL) examined teacher change and development with regard to classroom assessment. The National Science Foundation supported the four-year effort to study how teachers modify their practices to create the conditions for the kinds of assessment that foster learning. The authors…

This article seeks to explore how teachers develop assessment for learning practices in secondary school science, mathematics and English classrooms. Drawing on interviews, teacher reflective writing, lesson observations and field notes of teacher meetings, it highlights the importance of opportunities for professional dialogue between teachers…

This article describes how workshop sessions have attempted to help teachers from one curriculum area develop their diagnostic skills to use in assessment for learning. The approach uses the metaphor of the teacher-as-learning-doctor to encourage teachers to think about the diagnosis, prevention and treatment of learning "bugs". The…