Promoting Assessment as Learning

Ruth Dann makes a genuinely useful argument — that assessment should be woven into learning rather than separated from it — and does so with enough practical classroom grounding to be useful for working primary teachers, not just theorists. It is a Routledge academic text from 2002 with UK policy references that are now dated, so the audience is specific: UK-oriented educators and students, or anyone studying formative assessment history; outside that circle the value drops considerably.