When designing a system of integrated formative and summative assessment, it is worth considering how such a system will link to any systems a school may already have in place for tracking student behaviour.
It seems appropriate that a system of integrated formative and summative assessment should be proactively designed to work well with any systems of behaviour tracking a school may use as the two issues impact so closely on each other.
Edward Whittaker at IRIS was very helpful in helping me to understand some of the issues involved in behaviour tracking.
Assessing students up to the age of 14 – A better future QUICK LINKS
Part 5: more about online testing
Part 6: central tracking of progress
Part 7: supporting diversity
Part 8: student behaviour management