Deneen, C. C., & Boud, D. (2013). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education, 39(5), 577-591.

Hill, M. (2011). ‘Getting traction’: Enablers and barriers to implementing assessment for learning in secondary schools. Assessment in Education, 18(4), 347-364.

Hopfenbeck, T. N,, & Stobart, G. (2015) Large-scale implementation of Assessment for Learning, Assessment in Education: Principles, Policy & Practice, 22(1), 1-2, DOI: 10.1080/0969594X.2014.1001566

Hopfenbeck, T. N., Flórez Petour, M. T., & Tolo, A. (2015). Balancing tensions in educational policy reforms: Large-scale implementation of Assessment for Learning in Norway. Assessment in Education: Principles, Policy & Practice, 22(1), 44-60. https://doi.org/10.1080/0969594X.2014.996524

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50-62.

Although many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, assessment and context. For example, teachers must be able to interpret assessment information on the spot, student engagement in the assessment process is vital, assessment should include substantial, constructive and focussed feedback, and the school should have a school-wide culture that facilitates collaboration and encourages teacher autonomy. The results of this review contribute to a better understanding of the multiple facets that need to be considered when implementing Assessment for Learning, from both a theoretical and a practical standpoint.

Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L. & Wyatt-Smith, C. (2015). International trends in the implementation of learning: Implications for policy and practice. Policy Futures in Education, 13(1), 117-140.

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives.