Flexible planning of assessment, a lever towards assessment for learning?
The article discusses the contribution of planning assessment as a lever to support teachers implement assessment for learning in the classroom. It proposes a theoretical reflection on the contribution of “flexible” planning, i.e. planning that is thorough and structured (hierarchical) but that also leaves space for adjustments in the interaction (dynamic) and that involves the learners (interactive). The contribution is to make the link between the research on the planning of teaching/learning and on the assessment. The objectives of this paper are to 1) specify what “flexible” planning of assessment is, 2) to discuss the contributions of such planning in the implementation assessment for learning in the classroom.