Implementing formative assessment: student teachers’ experiences on placements

Abstract

Drawing on the principles of formative assessment identified by the Assessment Reform Group in England, Assessment is for Learning was a major Scottish initiative to improve children’s learning. This paper surveys the implementation of formative assessment strategies during school placements by three cohorts of final‐year Bachelor of Education students (BEd4) at one Scottish university. Also, use of formative assessment by one cohort of Professional Graduate Diploma in Education (Secondary) students at the university is compared with that of the most recent BEd4 cohort. Factors students identified that supported or inhibited implementation of formative assessment are reviewed. The importance of positive support on campus and placements is discussed.