Making Good Progress? The future of Assessment for Learning

Assessment is a vital part of education, but done badly it can lead to distortions of classroom practice. Making Good Progress outlines the difference between formative and summative assessment and evaluates the effectiveness of a range of different assessment techniques and systems.

You can read more about each of these myths on the blog here and listen to Daisy introduce the key themes of the book in this speech from the 2016 Wellington Festival of Education.

Reviews and praise

How does one take on a whole generation of school assessment that has fallen down a rabbit hole? Daisy Christodoulou’s bravery and determination in doing just that deserve as much credit as her intellectual clarity.  Christine Counsell, Director of Education, Inspiration Trust

Christodoulou is one of the most remarkable writers in education the UK has seen in decades, because she takes a subject as potentially opaque and esoteric as assessment, and unpacks it in an intelligible, vital way that neither patronises the novice or offends the expert. Her first book, 'Seven Myths', is one of the few texts that every new teacher should read. Her second book is, rather amazingly, another. It should be read deeply, broadly, everywhere that children are taught and assessments are used.
Tom Bennett, founder of researchED

Schools are going to have to re-think their methods of assessing, recording and reporting, from scratch, and this book is an excellent place to start.
Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London

Daisy is one of the leading thinkers on assessment in the UK and this book is essential reading for everyone who works in education. It shows that flaws in assessment are the cause of so many issues in our education system and gives us a clear path to fixing those flaws.
Sam Freedman, Ark Partnerships Group

This book addresses some of the most pressing areas in the field: namely why assessment for learning has too often become assessment of learning and why marking and feedback are not the same thing. It sets out a new vision of assessment in a clear, fluid style that will be just as useful to the newly qualified teacher as the seasoned academic.
Carl Hendrick, Head of Learning and Research at Wellington College