Table of Contents

Introduction 1. Designing Authentic Assessment 2. Balancing summative and formative assessment 3. Creating opportunities for practice and rehearsal 4. Designing formal feedback to improve learning 5. Designing opportunities for informal feedback 6. Developing students as self-assessors and effective life-long learners An Assessment for Learning Manifesto

About the Author

Professor Liz McDowell is the Director of the Centre for Excellence in Teaching and Learning in Assessment for Learning (CETL AfL) at Northumbria University and is a National Teaching Fellow. She has published widely in the field of assessment and Higher Education. Professor Kay Sambell is the Director of Enhancement in Assessment for Learning in the CETL AfL at Northumbria and is also a National Teaching Fellow. She has more than a decade of experience of research and publications in the field of Assessment for Learning. Dr. Catherine Montgomery is the Associate Director (Research) in the CETL AfL at Northumbria. She has led a range of research projects into the student experience in including work in exploring the theory and practice of Assessment for Learning.