A Working Model & Principles

A Working Model as an Interpretation of Interactive Assessment

Our model below for speaking and writing formative assessments focusing on our interpretation of interactive assessment is based on Formative Assessment Cycle, Mcmillian (2007:3) and Learning-orientated Assessment, Carless, Joughin, Liu et al, (2006:9).

Figure 2: AfL Incorporating our Interpretation of Interactive Assessment at CLE

Our Principles
The following principles are an amalgam of different sources (ARG, 2002, Wiliam, 2005) which have been incorporated to describe our model.  In our terms, assessment for learning ensures,

•    effective planning of assessment for learning in the curriculum;
•    key AfL elements are central to best 2nd LL teaching and learning practices;
•    learners are informed of all AfL intentions and become owners of the process;
•    learners are involved in the choice of their own learning;
•    individual learning styles are taken into account;
•    all learners are resources and evaluators, for themselves, their peers and their teacher;
•    collaboration and learning together;
•    feedback to move forwards in short and long term-learning;
•    a sense of motivation for learning rather than for getting grades;
•    a directed path for continual improvement, growth and independent learning.


Ahmed, A., & Pollitt, A. (2002). The support model for interactive assessment. Paper presented at the IAEA Conference, Hong Kong.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policies & Practice, 5:1, 7-74.
Byers, C. (2001). Interactive assessment: an approach to enhance teaching and learning. Journal of Interactive Learning Research, 12(4), 359-375.
Carless, D., Joughin, G., Liu, N.F., et al. (2006). How assessment supports learning: Learning-orientated assessment in action. Hong Kong: Hong Kong University Press.
Rosé, C. P., Gweon, G., Arguello, J., Finger, S., Smailagic, A., & Siewiorek, D. P. (2007). Towards an interactive assessment framework for engineering design learning. Paper presented at the 2007 ASME International Design Engineering Technical Conferences, Las Vegas, Nevada.
Wiliam, D. (2005). Assessment for Learning: Putting it into Practice.  SETT – The Scottish Learning Festival, Transforming Professional Practice, Glasgow, UK, September, 2005.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press.

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