‘Assessment for learning’ and its relevance to educational psychology

Abstract

Formative assessment is a technique that has been accepted for many years as an important aspect of good practice in education, but research indicates that its use has been, at best, patchy. New developments in research have led to a resurgence of interest in the topic, now rebranded as ‘assessment for learning’. This article examines the relationship between assessment for learning and the agenda and practice of contemporary educational psychology. It concludes that much of this practice can be viewed simply as applications of formative assessment. It suggests that educational psychologists might achieve some of their aims in working with teachers by adopting the language and conceptual foundations of formative assessment.