Much evaluation of teaching focuses on what teachers do in class. \nThis article focuses on the evaluation of assessment arrangements \nand the way they affect student learning out of class. It is assumed \nthat assessment has an overwhelming influence on what, how and \nhow much students study. The article proposes a set of ‘conditions \nunder which assessment supports learning’ and justifies these with \nreference to theory, empirical evidence and practical experience. \nThese conditions are offered as a framework for teachers to review the \neffectiveness of their own assessment practice.
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