a b s t r a c tAlthough many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, assessment and context. For example, teachers must be able to interpret assessment information on the spot, student engagement in the assessment process is vital, assessment should include substantial, constructive and focussed feedback, and the school should have a school-wide culture that facilitates collaboration and encourages teacher autonomy. The results of this review contribute to a better understanding of the multiple facets that need to be considered when implementing Assessment for Learning, from both a theoretical and a practical standpoint.

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Data literacy is a prerequisite for making data-based decisions. This paper focuses on the extent to which educators develop components of data literacy during a 1-year data use intervention, as well as what they learn and struggle with concerning these data literacy components. In the data use intervention, teams of teachers, school leaders and a data expert use data to solve an educational problem at their school. We employed a mixedmethods approach, combining data from a pre-and post-test data literacy test (N = 27), interviews (N = 12), evaluations of meetings (N = 33), and logbooks. Findings show that educators' data literacy increased significantly. Participants and the data coach indicated that educators had learned, for example, to analyze data with Excel, and to refute misconceptions. Still, there is room for further improvement. For example, educators struggled with formulating a data use purpose that is plausible, sufficiently concrete and measurable.

h i g h l i g h t s Identifies top five classroom assessments teachers initiate in the classroom. Teachers conduct peer and self-assessment in only 10%e25% of their lessons. Teachers use data for instruction in only 25%e50% of their lessons. Identifies top five prerequisites teachers consider important for AfL and DBDM. Highlights the need for professional development for teachers in AfL and DBDM.