A major development and research project Improving Learning How to Learn looked at developing assessment in the classroom as well as professional and organisational learning within and among schools, and the findings are presented in two books by James and the project team, with practical resources in the 'tools' book.
James, M., Black, P., Carmichael, P., Drummond, M-J., Fox, A., MacBeath, J., Marshall, B., McCormick, R., Pedder, D., Procter, R., Swaffield, S., Swann, J., and Wiliam, D. (2007) Improving Learning How to Learn in Classrooms, Schools and Networks, London: Routledge.
James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., Frost, D., Honour, L., MacBeath, J., McCormick, R., Marshall, B., Pedder, D., Procter, R., Swaffield, S. and Wiliam, D. (2006) Learning How to Learn: Tools for Schools, London, Routledge.
A poster presenting ten principles for assessment for learning to guide classroom practice was produced by the Assessment Reform Group:
Assessment Reform Group (2002) Assessment for Learning: Research-based Principles to Guide Classroom Practice. http://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf
A number of assessment experts contribute to the book:
McMillan, J.H. (Ed.) (2007) Formative Classroom Assessment: Theory into Practice, New York: Teachers College.
For insights into the role of assessment in the social structuring of society, and the way assessment shapes self-perception, see:
Filer, A. (2000) Assessment: Social Practice and Social Product, London: RoutledgeFalmer.
Stobart, G. (2008) Testing Times: The Uses and Abuses of Assessment, London: Routledge. (Reading 13.6)
