When one considers that teachers would not normally introduce a new topic in their lessons unless they are certain previous ones have been understood, and that students cannot progress with their work without being certain they are doing the right thing about on-going work, then the necessity for assessment and feedback of results need not be overemphasised. This book reports research on the feedback systems of a secondary school in the United Kingdom. It examines the mechanisms the school uses to give information to parents and students about students academic work and conduct; It also...