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Research projects spanned the whole assessment cycle, from initial through to summative, with a particular emphasis on assessment for learning (AfL). Many of the research teams found that learners benefited when they were provided with ways of analysing their own progress, through effective questioning and receiving tangible feedback from teachers and each other.

Formative assessment in a vocational context

Are learners better able to retain and use information if taught and prepared for formative assessment rather than summative?

Assessing the impact of assessment for learning focussing on learner progress and achievement

How would the introduction of a learning journal impact on learning and practice within a practical construction training setting?

Questions, questions, questions – exploring the use of questioning in the classroom in the FE sector.

Explore approaches to tutor written feedback that effectively support learner thinking and reflection skills

Maths and English: Enabling effective decision making about learner progression pathways.