1. Teacher Change
   1. diversity of practice
      1. some counter productive
   2. pace of change was slow
      1. esp. for practices embedded in the teachers 'whole pattern of pedagogy'
      2. teachers needed help with frameworks
         1. to interpret assessment information
         2. in the light of broad learning purposes
   3. reluctance to allow students to have more responsibility
2. Student Perspectives
   1. some pupils do not aspire to learning
      1. content to get by
      2. 'bad pupil'
      3. see teachers as opponents
   2. formative assessment involves a shift in emphasis
      1. more school work
      2. taking learning more seriously
   3. pupils might also have fear and insecurity
   4. failure to recognise AfL as helpful
   5. conflict with student beliefs about education and assessment
   6. Sadler - pupils have to understand assessment for learnign before we can make it work
      1. need for 'perception' of student
         1. of a 'gap between
            1. their position
            2. their goal
         2. of the need for action
            1. on the student's part
            2. to reach the goal
      2. need for understanding of the student
         1. of the assessment evidence presented
3. Feeback
   1. data
      1. actual level
      2. desireable level
   2. mechanism of comparison
   3. mechanism by which the comparison is used to close the gap
   4. quality of feedback is important
      1. 'good or bad' affects ego only
      2. feedback should aim to alter involvement in a task
4. teachers have to figure it out for themselves
   1. teachers must
      1. find their own ways of incorporating the lessons and ideas of research
      2. work through things slowly
      3. be helped by programmes of professional development and support
   2. so that change is long lasting and fundamental