For the topic Evaluation & Assessment the following literature should be:
Weiss, C. H. (1998). Purposes of Evaluation. In C.H. Weiss (Ed.), Evaluation, Methods for Studying Programs and Policies, second edition, (pp. 20-45). London: Prentice-Hall International. ISBN 0-13-309725-0.
•This chapter discusses the purposes, acknowledged and unacknowledged, for which people decide to undertake program evaluation. I suggest that the evaluator find out what the program community really seeks from the study and how they expect to use the results. With this knowledge, she can most effectively tailor the evaluation to provide the kinds of information that people are interested in. The chapter also discusses the procedures used to initiate and contract for an evaluation. The location of the evaluation unit - where it fits the organizational structure - can make a difference in whether the study has sufficient latitude to be useful.
William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3-14.
•The idea that assessment is intrinsic to effective instruction is traced from early experiments in the individualization of learning through the work of Benjamin Bloom to reviews of the impact of feedback on learners in classrooms. While many of these reviews detailed the adverse impact of assessment on learning, they also indicated that under certain conditions assessment had considerable potential to enhance learning. It is shown that understanding the impact that assessment has on learning requires a broader focus than the feedback intervention itself, particularly the learner’s responses to the feedback, and the learning milieu in which the feedback operates. Different definitions of the terms ‘‘formative assessment’’ and ‘‘assessment for learning’’ are discussed, and subsumed within a broad definition that focuses on the extent to which instructional decisions are supported by evidence. The paper concludes by exploring some of the consequences of this definition for classroom practice.