Table of Contents

1. Potentials and Pitfalls in Assessment 2. Summative and Formative Assessment: Building Productive Relationships 3. Testing and Assessment: Selection, Learning and Social Control 4. Education and Assessment in Hong Kong 5. ‘Restricted’ and ‘Extended’ Formative Assessment: Towards Contextually Grounded Models 6. Test Follow-Up as a Formative Assessment Strategy 7. Peer Learning and Assessment 8. Teacher Change and Formative Assessment 9. Conclusions and Implications: Ways Forward for Formative Assessment Appendices

About the Author

David Carless is Associate Professor of Education at the University of Hong Kong.

Reviews

"This book is well organized and clear so a reader can follow right along – and wants to do so."—Teachers College Record"Taken as a whole, the book helps researchers and those working with teachers to work realistically and pragmatically in the socio-cultural contexts they are subjected to but also help to shape. It also illuminates the need to encourage teachers to ask critical questions about the nature of learning and engagement that formative and summative assessment encourages, and discourages, and the forms of skill and knowledge that assessment opens access to or denies." —Assessment in Education: Principles, Policy & Practice