摘要：This article seeks to review understandings of educational assessment as
revealed in the phrases teachers use (assessment of learning, assessment for
learning and assessment as learning). We propose a reconsideration of what
teachers might have taken for granted in these phrases and assessment
practice. We suggest that along with assessment knowledge and skills,
teachers need a way of ¡®being in¡¯ assessment. We share some experiential
stories to illustrate our understanding of ¡®assessment in learning¡¯ and ask
readers to consider what this might mean for their own teaching practice.
