As far as the other two questions, I think the conclusions section of the 
US Case Study, that John Benseman wrote, provides a succinct answer:

This study of 14 literacy teachers in the states of California, Maryland 
and Massachusetts has shown that all of the teachers incorporate at least 
some elements of formative assessment in their teaching and many of the 
teachers used most of the formative elements reported. The teachers 
reported that they certainly understood the term formative assessment and 
its role in effective teaching, although people more commonly referred to 
'multiple assessments' or 'continuous improvement'.

There is little doubt that the use of standardised tests such as the CASAS 
and the TABE is a distinctive feature of American provision in comparison 
with other countries. These tests are ubiquitous and increasingly, the 
cornerstone of most programmes. One state administrator concluded her 
review of assessment procedures in her state by saying that the use of 
standardised assessment "has probably been the prime focus of what we have 
been doing" and that the main concern has been "getting everyone up to 
speed doing it."

While these tests are strongly tied into the funding requirements, they are 
also an integral part of teachers' assessment regimes for the review of 
learners' progress. They are certainly used for summative purposes, but 
also as formative strategies, where the results are used to accurately 
place students in classes, move them to new ones in relation to their 
progress and to plan future teaching sessions.

There were also a range of other formative assessment strategies observed 
in operation in these classrooms. Many of the teachers have designed their 
own assessment tools or use one developed by their centres. These tests 
tend to be used more for diagnostic purposes, showing up learners' specific 
difficulties in their literacy, numeracy skills, which again are used to 
inform and shape future teaching content. As one state administrator said, 
"In our system, you're always assessing."

In addition, there were also numerous examples of the sorts of formative 
assessment activities that have been identified in school-based research 
studies. These included mechanisms to help clarify and understand their 
learners' aims and to establish mutual criteria for monitoring success. In 
their teaching interactions, the teachers promoted and sustained effective 
classroom discussion, especially with the use of skilful questioning and 
providing feedback that helps their students to review their learning and 
move on to higher levels of literacy skills. Finally, the teachers were 
able to establish positive, supportive learning environments that reflected 
adult relationships and promoted students as owners of their own learning.

In sum, there was considerable evidence of 'pedagogies of engagement'.


John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu