A review of current thinking and practices in assessment in relation to the Primary Years Programme (2014)
Wynne Harlen and Sandra Johnson—Assessment Europe
The principal purpose of this research project was to contribute to a substantial review of the Primary Years Programme (PYP), by critically reflecting on the PYP curriculum framework in light of the approaches, strategies and tools of assessment of 21st century primary education. The assessment review focused on both ongoing formative assessment (assessment for learning) and summative assessment (assessment of learning). It was supported by findings from a broad review of the literature, which covered writings on assessment published during the past five years, including theoretical pieces on the nature of assessment.