Here are my rather random thoughts:

·         As this paper acknowledges, there is a fundamental conflict  between assessment used to measure learning and assessment which aims to improve the learning process.

·         Can the two be combined in one assessment? TMAs are formative and summative. AS levels (soon to disappear) are also formative and summative.

·         BTECs have based assessment on continuous assessment and have a lot in common with the 7 characteristics – but they are criticised as not being sufficiently rigorous and reliable

·         The 7 characteristics  of assessment which promote learning have more to do with a “learning focussed relationship” than with assessment.

·         Assessment for Learning  reflects  a student-centred approach which aims to help students  play a central role in working out how to learn. Who could disagree with that?

·         Can students be motivated to learn anything which is not being assessed? (with the exception of  H817 students, of course)