In distinguishing ‘assessment for learning’ from ‘formative assessment’, Swaffield affirms AfL by drawing attention to some underlying principles and key features.
Swaffield, S. (2011) ‘Getting to the heart of authentic Assessment for Learning’, Assessment in Education: Principles, Policy and Practice, 18 (4), 441-3. (Reading 13.5)
The Assessment Reform Group explore the implications of Black and Wiliam's work (Inside the Black Box) for policy makers:
Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box, Cambridge: University of Cambridge Faculty of Education. (Reading 13.2)
Early years education in New Zealand is the setting for two inspiring and thought-provoking books that include how to assess children’s learning dispositions without resorting to over formal methods, and link assessment practice for younger childhood with the formation of learning dispositions.
Carr, M. (2001) Assessment in Early Childhood Settings: Learning Stories, London: Paul Chapman.
Carr, M. and Lee, W. (2012) Learning Stories: Constructing Learner Identities in Early Education, London: SAGE.
The following book was written before the advent of baseline assessment in the early years and foundation stage and presents an alternative perspective of assessment through its focus on the values and principles in assessing young children’s learning.
Drummond, M-J., Rouse, D. and Pugh, G. (1992) Making Assessment Work, Nottingham: NES Arnold.
