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With the removal of national curriculum levels, the work argues that schools must create their own approach to assessing learners’ progress. It guides readers through limitations of assessment types and the inferences they support, defining purposes for evidence, and outlining how to collect, share and record data. 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In a varied career, he has taught in urban public schools, directed a large-scale testing programme, served a number of roles in university administration, including dean of a school of education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning.  \nHis recent work has focused on the use of assessment to support learning (sometimes called formative assessment) . He was the co-author, with Paul Black, of a major review of the research evidence on formative assessment published in 1998 and has subsequently worked with many groups of teachers around the world, on developing formative assessment practices. He is co-author, with Siobhan Leahy, of SSAT’s Embedding formative assessment: professional development pack.  \nDylan is also the author of the SSAT title Redesigning Schooling – 3: Principled curriculum design.  \nEditors  \nPeter Chambers and Jane Birbeck  \nSSAT’s purpose  \nSSAT believes that teachers make students’ lives. As the world gets more complex, that vital role becomes ever more demanding. As the hub of the largest, longest-standing independent network of education professionals in England, SSAT exists to help teachers perform their job even better, more confidently and more professionally than before.  \nThis publication  \nAudience: Education professionals at all stages and settings, and parents  \nAims: This challenging pamphlet comes at an important moment: with the removal of national curriculum levels from September, Dylan Wiliam argues forcefully that schools must develop their own way of assessing children’s progress, and that this moment represents an ‘extraordinary opportunity’ to design an assessment system that is ‘the servant, not the master, of the learning’. He guides us through a nuanced way of thinking about assessment that should underpin the design of any model: knowing the limitations of types of assessment and the impact these have on the inferences you make; defining what you will assess and the purpose for which you will use the data; how you will collect, share and/or record it; and, critically, how you can design assessment systems that first and foremost support teaching and learning.‘Good summative assessment requires teachers to share a construct of quality, while good formative assessment requires helping students share the same construct of quality.’  \n© SSAT (The Schools Network) Ltd, 2014  \nAbstracting permitted with acknowledgement to the source. For other copying or general enquiries please contact:  \nSSAT, 5th Floor Central House, 142 Central Street, London EC1V 8AR  \nT 020 7802 2300 F 020 7802 2345 [E](E info@ssatuk.co.uk)[ info@ssatuk.co.uk](E info@ssatuk.co.uk) [www.ssatuk.co.uk](www.ssatuk.co.uk)  \n[A private company limited by shares. Registered in England and Wales.](A private company limited by shares. Registered in England and Wales.)[ ](A private company limited by shares. Registered in England and Wales.)[Company no. 8073410](Company no. 8073410) . Printed by Quddos. ISBN 978-1-906524-98-2  \nContents  \nIntroduction ................................................................................ 2  \nChapter 1 Why assess? .......................................................... 8  \nChapter 2 What should we assess? ....................................... 12  \nChapter 3 Quality in assessment ............................................ 20  \nChapter 4 Reliability ................................................................. 31  \nChapter 5 Designing assessments ......................................... 50  \nChapter 6 Interpreting evidence .............................................. 63  \nChapter 7 Targets, recording and reporting ...........................","cbCaim1uQbwiYZHT","https://ap.wps.com/l/cbCaim1uQbwiYZHT","pdf",253472,13,"English","# Introduction\n# Chapter 1 Why assess?\n# Chapter 2 What should we assess?\n# Chapter 3 Quality in assessment\n# Chapter 4 Reliability\n# Chapter 5 Designing assessments\n# Chapter 6 Interpreting evidence\n# Chapter 7 Targets, recording and reporting\n# Chapter 8 Putting it all together\n# Appendix A Estimating reliability\n# Notes and references","[{\"question\":\"What is the central premise of principled assessment design?\",\"answer\":\"Any assessment system should be designed to support the curriculum in place in a school, with assessment acting as the servant—not the master—of learning.\"},{\"question\":\"Why does the pamphlet emphasize formative assessment?\",\"answer\":\"It explains that good formative assessment helps students share the same construct of quality, supporting learning through how evidence is used.\"},{\"question\":\"How does the text connect assessment design to reliability and evidence interpretation?\",\"answer\":\"It outlines quality and reliability considerations and shows how to design assessments and interpret evidence so the inferences made about learners are justified.\"}]","Principled assessment design - Chapter 1 Why assess? | PDF",1789462490,33]