Integrating Assessment with Learning: What Will It Take to Make It Work?

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Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development (2018, background): “Generally, teachers who were less prepared and less skilled in developing authentic assessments, perceived new kinds of assessments to be more difficult to develop than traditional paper-and-pencil tests (Wiliam & Thompson, 2008).”
Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, methodology): “The content of the PDP was formative assessment conceived of as a unity of integrated strategies, which was operationalised through the framework by Wiliam and Thompson (2008) described above.”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “These three aspects could be enhanced by means of ‘Teacher Learning Communities’ (TLCs), which have been suggested as a means to facilitate changes in the deep-rooted practices and habits of ‘traditional assessment’ (Wiliam and Thompson 2007).”