Teachers using assessment for learning continually look for ways in which they can
generate evidence of student learning, and they use this evidence to adapt their instruction to better meet their students» learning needs.
Changing the common sense beliefs
of teachers about heterogeneous grouping effects on the
learning of struggling
students requires those providing leadership to bring relevant
evidence to the attention
of their colleagues in accessible and convincing ways, to encourage actual trials with heterogeneous groupings under conditions which include opportunities for practice, feedback and coaching and to help teachers
generate «the kind
of assessment information that will make the impact
of tracking and detracking more visible» (Riehl, 2000).