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We review the formative assessment literature to identify dimensions of teacher professional learning potentially critical for understanding effectiveness, but which have not yet been identified and integrated explicitly into professional learning frameworks. Our analysis of research on formative assessment identified at least three key dimensions that apply to professional learning, which we believe could move the field forward if made explicit in work on professional learning. They are (1) the role of the student, (2) the prescriptiveness of the intervention, and (3) the theory of instruction.