Transforming assessment principles and practices through collaboration: A case study from a primary school and university

SHIREEN BABUL LALJI, TEACHING AND LEARNING, BIGLAND GREEN PRIMARY SCHOOL, UK ELENA HUNN RODIGAN, INCLUSION LEAD AND ASSISTANT HEADTEACHER, BIGLAND GREEN PRIMARY SCHOOL, UK CHARLOTTE MOSEY, ASSISTANT HEAD OF PRIMARY ITT/E, UNIVERSITY OF DERBY, UK JACK BRYNE STOTHARD, SENIOR LECTURER IN POSTGRADUATE STUDIES, UNIVERSITY OF DERBY, UK Introduction Adaptive teaching as a concept is a key part of the shifting landscape in education today, and assessment plays a vital role in this. When considering embarking on an adaptive teaching journey, practitioners must be open to a change of mindset, often resulting in a change of culture and a focus on what learners can do rather than what they cannot, with an emphasis on the process of learning rather than simply teaching. Rigorous formative assessment underpins this practice; without effective monitoring of a learner’s individual journey, truly adaptive practice cannot take place. This case study exemplifies how a collaboration between a u