ABSTRACT
Assessment-as-learning is not simply a set of easily implemented practices; rather, it should be seen as a unitary process that builds student assessment capability, which in turns enables students to become self-regulated learners. In this chapter, we report an empirical study which investigated how six primary school teachers created the conditions necessary for their students to become assessment-capable learners. We draw on data generated from classroom observations and two rounds of interviews. We reveal how teachers worked with their students to clarify goals for learning, share what quality looks like and how students were supported to make improvements in an ongoing manner. Furthermore, the chapter brings to the fore factors that supported teachers to implement assessment-as-learning.
