assessment

There is over fifty-years’-worth of research evidence to suggest that formative assessment, when used effectively, can have a significant impact on pupil outcomes. Despite the wealth of research into, and exemplification of good practice, formative assessment in some countries like England, for example, has not had the impact it promised (Coe, 2013) because it has become confused in some schools, is weak in practice, and, therefore, requires clarifying.

To support teachers in developing their understanding of formative assessment, this MESHGuide: 

Detailed advice about what can be expected of children at different ages and stages is given in the following three documents.

The first, from UNICEF indicates different development stages of children in different regions.