Classroom assessment and pedagogySince our 1998 review of research on classroom assessment and learning was published, we have contributed to theorising formative assessment, but recognise that this work is incomplete. In this paper, we take up a suggestion by Perrenoud that any theory of formative assessment must be embedded within a wider theoretical field, specifically, within a theory of pedagogy. We propose a model whereby the design of educational activities and associated assessments is influenced by the theories of pedagogy, instruction and learning, and by the subject discipline, together with the wider context of education.