Embedding assessment in the middle years

Abstract

In this PEN, I synthesise the work I have been doing with schools and teachers in a range of projects that have focused on literacy teaching, learning and assessment. With the introduction of outcomes-based assessment and mandated testing, schools have grappled with assessment reform in ways that will improve teaching practices and learning outcomes. Throughout this PEN I refer to a teacher I've called Jay. He exemplifies the experiences of many teachers I have worked with who have creatively transformed their approach to assessment as they address the diverse needs of their students.