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)
