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Many of these studies arrive at another important conclusion: that improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall. A notable recent example is a study devoted entirely to low-achieving students and students with learning disabilities, which shows that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997). Any gains for such pupils could be particularly important. Furthermore, pupils who come to see themselves as unable to learn usually cease to take school seriously. Many become disruptive; others resort to truancy. Such young people are likely to be alienated from society and to become the sources and the victims of serious social problems.
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