2005
DOI: 10.1080/09585170500136184
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The journey so far: assessment for learning in Scotland

Abstract: This article takes the form of a case-study, outlining the progress of policy and practice in Scotland towards the introduction of Assessment for Learning in pre-school and schools for children aged 3-14. The period described comprises the launch of 5-14 curriculum and assessment guidelines in the early 1990s, a review and consultation on assessment in pre-school and 5-14 by HM Inspectorate of Schools, the recent assessment development programme, Assessment is for Learning (AifL), initiated in 2002, and the pu… Show more

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Cited by 70 publications
(54 citation statements)
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“…CfE has been heralded by its architects as 'one of the most ambitious programmes of educational change ever undertaken in Scotland' (Scottish Government 2008, p.8). It is said to build upon earlier programmes of reform, notably Assessment is for Learning (AifL: see, for example, Hayward, Priestley and Young 2004;Hutchinson and Hayward 2005) 1 , which have sought to shift the emphasis in classrooms away from inputs by teachers towards the development of autonomous, self-directed learners. CfE is often claimed to be distinctive, but as we noted in the introduction to this paper, it is typical of much contemporary worldwide curriculum policy, manifesting a set of common trends or features, including the following identified by Michael Young (2009, p.1): 'the introduction of National Qualifications Frameworks; the shift to learning outcomes; and the move from subject specific to generic curriculum criteria'.…”
Section: Curriculum Innovation In Scotlandmentioning
confidence: 99%
“…CfE has been heralded by its architects as 'one of the most ambitious programmes of educational change ever undertaken in Scotland' (Scottish Government 2008, p.8). It is said to build upon earlier programmes of reform, notably Assessment is for Learning (AifL: see, for example, Hayward, Priestley and Young 2004;Hutchinson and Hayward 2005) 1 , which have sought to shift the emphasis in classrooms away from inputs by teachers towards the development of autonomous, self-directed learners. CfE is often claimed to be distinctive, but as we noted in the introduction to this paper, it is typical of much contemporary worldwide curriculum policy, manifesting a set of common trends or features, including the following identified by Michael Young (2009, p.1): 'the introduction of National Qualifications Frameworks; the shift to learning outcomes; and the move from subject specific to generic curriculum criteria'.…”
Section: Curriculum Innovation In Scotlandmentioning
confidence: 99%
“…Hutchinson and Hayward (2005) described the interest in formative assessment as a "quiet revolution" transforming all levels of education around the world. Many Asian countries have deployed this innovation to maintain or improve student performances at the international level.…”
Section: Introductionmentioning
confidence: 99%
“…The background to this initiative has been well documented elsewhere (e.g. Hayward et al, 2000;Hutchinson & Hayward, 2005), but it is useful to briefly put into context the development of the formative assessment project that is the focus of this paper.…”
Section: The National Contextmentioning
confidence: 99%