The DOI matches its Crossref record; 46 of the 49 references it cites were found in a registry or an index.
International trends in the implementation of assessment for learning: Implications for policy and practice
Abstract
This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between A fL and summative forms of assessment within national policy initiatives.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“First, even though formative assessment has been advocated for in educational research, policy and practice for decades, its implementation remains stubbornly tricky in both high- and low- stakes assessment cultures due to the influence of high- stakes testing (Birenbaum et al., 2015; Stobart, 2008; Volante et al., 2020).”
From Diversity of assessment practices and student perceptions of assessment in Finland (2025) · cites this paper as Birenbaum et al., 2015
In the citing paper
“The 'dominance of examinations' (Richardson, 2022, p. 22) in particular has been shown to narrow assessment menus on a global scale (see Barnes et al., 2000; Birenbaum et al., 2015; Volante et al., 2020).”
From Diversity of assessment practices and student perceptions of assessment in Finland (2025) · cites this paper as Birenbaum et al., 2015
Citations
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“Formative assessment moved to center stage when Black and Wiliam (1998a) synthesized over 250 studies linking assessment and learning and found that the intentional use of assessment in the classroom promoted learning and improved student achievement.”
BackgroundInside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · cited 1×
“The uses of information collected through assessment is what determines if assessment is characterized as formative or summative (Bloom, 1969; Black and Wiliam, 2009).”
Background(1966) · Social Science Education Consortium eBooks · Cited by 2,483
Wiggins, G., & McTighe, J. (1998) · Cited by 2,411
Knowing What Students Know: The Science and Design of Educational Assessment
Pellegrino, J. W., Chudowsky, N., & Glaser, R. A. (2013) · Cited by 2,402
Handbook on Formative and Summative Evaluation of Student Learning
Eisner, E. W., Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1972) · Studies in Art Education · doi:10.2307/1319918 · Cited by 1,810
(2003) · Cited by 1,586
The Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369
(2007) · ResearchSpace (University of Auckland) · Cited by 1,071
Self-citationBeyond Testing: Towards a Theory of Educational Assessment
Gipps, C. V. (1994) · Cited by 963
Reforming education and changing schools: case studies in policy sociology
(1993) · Choice Reviews Online · doi:10.5860/choice.30-4525 · Cited by 889
Assessment as Learning: Using Classroom Assessment to Maximize Student Learning
Earl, L. M. (2003) · Cited by 817
Self-citationClassroom Assessment: What Teachers Need to Know
Popham, W. J. (1995) · Cited by 815
Canadian Journal of Educational Administration and Policy
(2024) · Canadian Journal of Educational Administration and Policy · doi:10.7202/cjeap · Cited by 796
OECD (2013) · OECD reviews of evaluation and assessment in education · doi:10.1787/9789264190658-en · Cited by 473
How teachers engage with Assessment for Learning: lessons from the classroom
Marshall, B., & Drummond, M. J. (2006) · Research Papers in Education · doi:10.1080/02671520600615638 · Cited by 433
Black, P., & Wiliam, D. (2006) · Sage eBooks · Cited by 396
Chapter 2: To Use Their Minds Well: Investigating New Forms of Student Assessment
Wolf, D. P., Bixby, J. S., Glenn, J. W., & Gardner, H. (1991) · Review of Research in Education · doi:10.2307/1167329 · Cited by 376
SAGE Handbook of Research on Classroom Assessment
McMillan, J. (2013) · Sage eBooks · doi:10.4135/9781452218649 · Cited by 360
Assessment for Learning revisited: an Asia-Pacific perspective
Klenowski, V. (2009) · Assessment in Education Principles Policy and Practice · doi:10.1080/09695940903319646 · Cited by 298
Self-citationMoon, S., & Hawkridge, D. G. (2003) · Routledge eBooks · doi:10.4324/9780203416648-17 · Cited by 244
Miller, J. P. (2007) · Cited by 233
Testing: Friend or Foe?: Theory and Practice of Assessment and Testing
Black, P. (1997) · Cited by 229
Why We Need Better Assessments.
Shepard, L. A. (1989) · Educational leadership · Cited by 209
Assessment, Teaching and Theories of Learning
James, M. (2006) · doi:10.13140/2.1.5090.8960 · Cited by 159
Improving Learning How to Learn
James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M.-J., Fox, A., MacBeath, J., Marshall, B., Pedder, D., Procter, R., et al. (2007) · Routledge eBooks · doi:10.4324/9780203934319 · Cited by 144
Technology and pedagogy: Why don't we see the promised revolution?
Salomon, G. (2002) · Educational Technology archive · Cited by 113
The Evolving Culture of Large-Scale Assessments in Canadian Education.
Klinger, D. A. (2008) · Cited by 103
Educational evaluation : new roles, new means
Tyler, R. W., & Richey, H. G. (1969) · Cited by 102
OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011
Nusche, D., MacBeath, J., Laveault, D., & Santiago, P. (2012) · OECD reviews of evaluation and assessment in education · doi:10.1787/9789264116917-en · Cited by 101
Dori, Y. J. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10059 · Cited by 89
Klasserommets praksisformer etter Reform 97
Hertzberg, F. (2003) · NORA - Norwegian Open Research Archives · Cited by 83
DeLuca, C., Luu, K., Sun, Y., & Klinger, D. A. (2012) · Assessment Matters · doi:10.18296/am.0104 · Cited by 78
Self-citationLee, C. (2003) · Open Research Online (The Open University) · Cited by 68
Birenbaum, M., Kimron, H., & Shilton, H. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.04.001 · Cited by 66
Self-citationDesigning Assessment for Quality Learning
Wyatt‐Smith, C., Klenowski, V., & Colbert, P. (2014) · The enabling power of assessment · doi:10.1007/978-94-007-5902-2 · Cited by 65
Self-citationFor the Love of Learning: Report of the Royal Commission on Learning
Bégin, M., & Caplan, G. L. (1995) · Cited by 61
Pedder, D., & Opfer, V. D. (2011) · Professional Development in Education · doi:10.1080/19415257.2011.614812 · Cited by 48
Some Thoughts on “Proximal” Formative Assessment of Student Learning
Erickson, F. (2007) · Teachers College Record The Voice of Scholarship in Education · Cited by 47
chapter 8 Some Thoughts on “Proximal” Formative Assessment of Student Learning
Erickson, F. (2007) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2007.00102.x · Cited by 46
Birenbaum, M., Kimron, H., Shilton, H., & Shahaf-Barzilay, R. (2009) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2010.01.001 · Cited by 38
Self-citationBuilding Teacher Capacity within the Evolving Assessment Culture in Canadian Education
Klinger, D. A., Volante, L., & DeLuca, C. (2012) · Policy Futures in Education · doi:10.2304/pfie.2012.10.4.447 · Cited by 37
Self-citationConceptualizing Assessment Culture in School
Birenbaum, M. (2014) · The enabling power of assessment · doi:10.1007/978-94-007-5902-2_18 · Cited by 31
Self-citationHall, K. (2000) · Compare A Journal of Comparative and International Education · doi:10.1080/030579200109879 · Cited by 15
Primary Assessment in the Republic of Ireland
Hall, K., & Kavanagh, V. (2002) · Educational Management & Administration · doi:10.1177/0263211x020303002 · Cited by 9
Research works printed but not linked: 22
- Airasian P, 2006, Classroom assessment: Concepts and Applications (Canadian edition)
- Assessment Reform Group, 1999, Assessment for Learning: Beyond the Black Box
- Assessment Reform Group, 2002, Assessment for Learning: Research-based Principles to Guide Classroom Practice
- Birenbaum M, 2013, Bimat Diun, 51, 6
- Dale EL, 2008, Fellesskolen – reproduksjon av sosial ulikhet, 279
- Darling-Hammond L, 2010, Developing an Internationally Comparable Balanced Assessment System That Supports High-quality Learning
- Eggen A, 2011, Vurdering for Skoleutvikling
- Glasson T, 2009, Improving Student Achievement: A Practical Guide to Assessment for Learning
- Haug P, 2003, Evaluering av Reform 97: Sluttrapport frå styret for program for evaluering av Reform 97
- Israeli Ministry of Education (2013a) Press Release (25 August 2013).
- Manley-Casimir ME, 1994, Is There a National Role in Education?, 67
- Miller JP, 1988, The Holistic Curriculum
- National Research Council, 2001, Committee on the Foundations of Assessment. Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education
- NCCA (National Council for Curriculum and Assessment), 1998, The Junior Cycle Review Progress Report: Issues and Options for Development
- Nichols SN, 2007, Collateral Damage: The Effects of High-stakes Testing on America’s Schools
- NZ Ministry of Education, 2011, Ministry of Education Position Paper: Assessment (Schooling Sector)
- Ontario Ministry of Education, 2010, Growing Success: Assessment, Evaluation and Reporting in Ontario Schools
- Ontario Ministry of Education, 2010, School Effectiveness Framework: A Support for School Improvement and Student Success
- Raaen FD, 1990, Elevvurdering i nytt perspektiv: Sluttrapport for prosjektet «Vurdering og veiledning
- Stiggins R (1991) Assessment literacy. Phi Delta Kappan 72(7): 534–539.
- Swaffield S (2009) The misrepresentation of Assessment for Learning – and the woeful waste of a wonderful opportunity. Paper presented at the Conference of the Association for Achievement and Improvement through Assessment, Bournemouth , UK.
- Wylie C, 2010, NZCER 2010 primary and intermediate schools national survey: A snapshot of overall patterns and findings related to national standards
Cited by
Sorted by citations
Review of computer‐based assessment for learning in elementary and secondary education
Shute, V. J., & Rahimi, S. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12172 · Cited by 351
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Heitink, M. C., der Kleij, F. M. V., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.12.002 · Cited by 304
Teacher assessment literacy: a review of international standards and measures
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-015-9233-6 · Cited by 351
Self-citationYan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2021.1884042 · Cited by 252
Novice Programmers and Introductory Programming
Robins, A. V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.013 · Cited by 191
Metadata
- Authors
- Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C.
- Affiliations
- Tel Aviv University (IL)
- Queen's University (CA)
- Lorna Earl and Associates, Canada
- University of California, Los Angeles (US)
- Queensland University of Technology (AU)
- National Council for Curriculum and Assessment, Ireland
- Nowegian University of Technology and Science and second University of Berge, Norway
- University of Auckland (NZ)
- Brock University (CA)
- Australian Catholic University, Australia
- Corresponding author
- Volante, Louis
- Venue
- Policy Futures in Education
- Publisher
- SAGE Publications
- Published
- 2015-01
- Volume
- 13
- Issue
- 1
- Pages
- 117-140
- ISSN
- 1478-2103 (ISSN-L)
- OpenAlex
- W2108604890
- Cited by
- 182
- References
- 49
- Citations by year
- 2026: 8 · 2025: 11 · 2024: 16 · 2023: 19 · 2022: 17 · 2021: 29 · 2020: 12 · 2019: 46 · 2018: 12 · 2017: 6 · 2016: 3 · 2015: 3
- FWCI
- 39.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Policy Futures in Education (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Keywords
- assessment for learning, education policy, summative assessment, formative assessment, cross-national comparison, Western education systems, educational reform, assessment policy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
