Foreword by Dylan Wiliam
Preface
Acknowledgments
About the Authors
Chapter 1 Inside the Black Box Revisited
A New Way of Thinking About Assessment
A Systematic Review
What Is the Black Box?
Getting Into the Details
Is There Evidence That Improving Formative Assessment (AfL) Improves Standards?
Is There Evidence That There Is Room for Improvement?
Is There Evidence About How to Improve Formative Assessment (AfL)?
Changing Practice
Guiding Principles
Improvement as a Journey
Chapter 2 A Tale of Two Countries
The Tale of the United Kingdom
Major Policy Moves in the UK
A Tale From the US
Two Countries, Two Journeys?
Chapter 3 Student Role in Assessment for Learning
Expanding Conceptions of AfL
Sociocultural Perspective and AfL
Self-Regulated Learning
Growth Mindsets
Chapter 4 Planning for Learning
Distinct Teaching Approaches
Influences on Changing Practice
Concluding Thoughts
Chapter 5 Transforming Classrooms
Transforming Practice
Developing AfL Practices
Classroom Routines
Chapter 6 What Still Needs to Be Explored
From Evidence-Based Practice to Practice-Based Evidence
Teachers Need to Be Vigilant for Evidence
Interactions Work in a Nuanced and Detailed Way
Context Matters
Learning Identity
Identity-Safe Environments
Funds of Knowledge
Disciplinary Knowledge
Index

Margaret Heritage is an independent consultant in education. For her entire career, her work has spanned both research and practice. In addition to spending many years in her native England as a practitioner, a university teacher, and an inspector of schools, she had an extensive period at the University of California at Los Angeles (UCLA), first as principal of the laboratory school of the Graduate School of Education and Information Students and then as an Assistant Director at UCLA's National Center for Research on Evaluation, Standards and Student Testing. She has also taught courses in the Departments of Education at UCLA and Stanford University. She is a regular presenter at conferences across the United States and internationally. Her most recent book with Corwin, co-authored with Christine Harrison, is The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms.

Enrich, grow, and sustain AfL in your classroom.

Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. 

Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher's and the student's perspectives, this book is a 'sounding board' for educators to explore and reflect on their own AfL practices and beliefs.