Results from the application of a formative assessment tool, CaseMate, in a school setting. Note that assessments are classified as 'knowledge', 'translation' and 'application' (see Edward Kifer, 1997). "Three assertions emerged from the analysis: 1. Curriculum structure and policy can inhibit the implementation of formative assessment; 2. Data access to student assessments is supported by color-coded dashboard displays; 3. Data interpretation varies widely: A hodgepodge of heuristics exists."