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Abstract This article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university‐based researchers and a team of teacher‐researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborative action research approach to the professional development of teachers might be used to bring about changes in classroom assessment practices; and provide a basis for the further development and refinement of theory on formative assessment. The article reports on changes in classroom practice, particularly involving the clarification and communication of assessment criteria to pupils, and on the processes by which this came about.
Torrance et al. (Sat,) studied this question.