Exemplars revisited: Building primary teachers’ capability in assessment for learning

Abstract

Building capability in assessment for learning is a goal of education systems internationally, though difficult for nations to successfully implement and sustain over time (Laveault & Allal, 2016). Evidence about the positive effects of assessment for learning practices on students’ learning and achievement is convincing, but implementation is made difficult by the realities for teachers to balance the multiple demands of pedagogy, curriculum and assessment, differentiated instruction, and time for professional learning