Abstract
This article investigates how using an online resource with learner response devices in primary school classrooms meets quality assurance criteria for formative assessment. It reports a randomised evaluation of the effects of technology-enhanced formative assessment on the grammar learning of pupils in primary schools in England. Instantaneous feedback is provided to teachers and pupils about each pupil's understanding of grammatical concepts just taught.Quality assurance in formative assessment is multi-faceted; it includes promoting attainment and progression, enabling and motivating pupils to show what they can do, and combining information of different kinds to inform decisions about pupils’ learning and achievements.
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