Formative assessment, in this article, is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning." The findings of a two-year research project in New Zealand indicate that formative assessment has the following characteristics: responsiveness, sources of evidence, a tacit process, using professional knowledge and experiences, an integral part of teaching and learning, formative assessment is done by both teachers and students, the purposes for formative assessment, the contextualized nature of the process, dilemmas, and student disclosure.

Formative assessment, in this article, is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning." The findings of a two-year research project in New Zealand indicate that formative assessment has the following characteristics: responsiveness, sources of evidence, a tacit process, using professional knowledge and experiences, an integral part of teaching and learning, formative assessment is done by both teachers and students, the purposes for formative assessment, the contextualized nature of the process, dilemmas, and student disclosure.

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This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.