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"Our school is evaluating how assessment works across all faculties. We are doing this to improve pedagogy and help student learning. Of course, there are prescriptions from the state that must be adhered to as part of the rules and regulations that govern student assessment (and reporting). However, there's plenty of freedom to innovate in schools, especially within faculties, if we have a coherent plan for change and professional development with more than just a passing nod to best practice."

"The difference between assessment of learning and assessment for learning is a crucial one, in many ways indicative of an important shift in education. Traditionally, tests have told teachers and parents how a student "does," then offers a very accessible point of data (usually percentage correct and subsequent letter grade) that is reported to parents as a performance indicator. Class data can be gathered to imply instructional effectiveness, and the data from multiple classrooms can be combined to suggest the performance of an entire school, but a core message here is one of measurement and finality: this is how you did. This was the bar, and you either cleared it or you didn't. And it's all past tense."