Abstract
Abstract This article seeks to explore how teachers develop assessment for learning practices in secondary school science, mathematics and English classrooms. Drawing on interviews, teacher reflective writing, lesson observations and field notes of teacher meetings, it highlights the importance of opportunities for professional dialogue between teachers and between teachers and researchers. This provides the impetus for teacher change so that emerging ideas can be evolved and honed into effective classroom practice. Teachers' understanding was deepened as they discussed their evolving practice with other practitioners who shared similar views and were attempting to make similar changes in their own classrooms. Anecdotal evidence arising from classroom incidents fostered cognition as a social process. This enabled teachers to challenge and develop their pedagogical content knowledge in a peer-supported environment.
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