Paul Black
Biographic Data
| ID | 3780600 |
|---|---|
| NAME | Paul Black |
| GIVEN NAMES | Paul |
| FAMILY NAME | Black |
| SIGNATURE | BLACK P |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0002-7150-4439 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 4 |
Classroom assessment and pedagogy
Since our 1998 review of research on classroom assessment and learning was published, we have contributed to theorising formative assessment, but recognise that this work is incomplete. In this paper, we take up a suggestion by Perrenoud that any theory of formative assessment must be embedded within a wider theoretical field, specifically, within a theory of pedagogy. We propose a model whereby the design of educational activities and associated…
The Rate of Lexical Change in Australia: Evidence from Larrakia
A paper by Barry Alpher compared earlier and later attestations of Australian languages in ways that may seem to suggest that lexical change in Australia could be unusually rapid, despite Alpher's own disclaimers about the problematic nature of such evidence. The present paper first relates this possibility to recent work in lexically-based language classification and dating. It then proceeds to show that comparing earlier and later attestations …
The reliability of public examinations
Test theories, educational priorities and reliability of public examinations in England
Much has already been written on the controversies surrounding the use of different test theories in educational assessment. Other authors have noted the prevalence of classical test theory over item response theory in practice. This Special Issue draws together articles based upon work conducted on the Reliability Programme for England’s examinations regulator, Office of Qualifications and Examinations Regulation. One strand of the work was meth…
Koko-Bera island style music
While studying the Koko-Bera language in Kowanyama, Queensland during 1977Queensland during -1978, one of the authors of this article, Paul Black, had the pleasure of becoming acquainted with the 'island dance' style that has become populat in many Aboriginal communities in Cape York Peninsula within the present century. It is interesting to see how the lyrics often encode social commentary or how they commemorate historical events. Traditional m…
Inside the Black Box: Raising Standards through Classroom Assessment
Formative assessment is an essential component of classroom work and can raise student achievement.
Reflections and new directions
In introducing these articles we are struck by two features. The first is that they comprise a rich set of resources for stimulating further thinking about tertiary education. The second, which fol
Developing the theory of formative assessment
Formative Assessment Issues Across the Curriculum: The Theory and the Practice
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
Os professores podem usar a avaliacao para melhorar o ensino
"Este artigo discute dois diferentes tipos de propósitos da avaliação: a avaliação formativa, que serve para apoiar a aprendizagem dos alunos, e a avaliação sumativa, que é usada para saber o que os alunos aprenderam e para conceder uma nota em certifi cados ou diplomas. A avaliação formativa preocupa-se tanto com as interações entre professores e alunos, como com outros aspectos essenciais no processo avaliativo, dentre os quais o a articulação …
Lexicostatistics with Massive Borrowing: The Case of Jingulu and Mudburra
While heavy lexical borrowing can pose a problem to any approach to linguistic prehistory, it has often been regarded as an especially difficult problem for lexicostatistics, especially in such areas as Australia, where some believe that extensive borrowing is the norm. The present paper applies lexicostatistics to what is arguably the most massive case of borrowing known for Australia, namely between the Jingulu and Mudburra languages of the Nor…
School pupils’ beliefs about learning
The Learning How to Learn (LHTL) Project's study of learning was comprehensive in attempting to explore learning practices from several different perspectives. This paper reports one of these explorations: into the beliefs and attitudes of pupils. This was carried out using questionnaires composed of questions exploring beliefs about, and attitudes towards, a range of practices and issues bearing on the development of pupils' views about learning…
Learning How to Learn and Assessment for Learning: A theoretical inquiry
This paper stems from the ESRC TLRP Learning How to Learn—in Classrooms, Schools and Networks Project, and explores how Assessment for Learning (AfL) relates, conceptually, to learning how to learn (LHTL). The term LHTL was intended to draw attention to a primary focus on learning practices, and we have related the processes of AfL to LHTL. A third and more common term ‘learning to learn’ (L2L) has recently come to the fore in the teaching and le…
Learning How to Learn, in Classrooms, Schools and Networks: Aims, design and analysis
This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. The origins of the research, in a concern to investigate the organizational and network conditions that support innovation in teaching and learning, and in a perceived need to align research on pedagogy and assessment with research on school improvement, are described. Details of the overall development…
The failure of the evidence of shared innovations in Cape York Peninsula
n \t\t\tThe present paper attempts to explore the evidence for shared innovations in Cape York Peninsula systematically: is there any such evidence that sheds light on subgrouping, particularly at levels where groupings are not otherwise obvious? After presenting general background, the paper first moves from north to southwest to review evidence on languages that have been grouped as Northern, Middle and Southwest Paman, and then it moves east t…
Working inside the Black Box: Assessment for Learning in the Classroom
Much recent research indicates that effective formative assessment is a key factor in raising pupils' standards of achievement. Recognised by the QCA, Assessment for Learning is a key idea underpinning the Key Stage 3 Strategy work on assessment. \nThis key title in the area of assessment for learning is vital reading for all teachers to ensure that pupils' education and attainment is maximised.
In praise of educational research’: Formative assessment
The authors trace the development of the King's Formative Assessment Programme from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. In doing so, they discuss the practical issues involved in reviewing research and outline the strategies that were used to try to communicate the findings to as wide an audience as possible (including policy‐makers and practitioners as well as a…
Assessment and Classroom Learning
This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approach…
Meanings and Consequences: A basis for distinguishing formative and summative functions of assessment
The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An assessment is defined as serving a formative function when it elicits evidence that yields construct‐referenced interpretations that form the basis for successful action in improving performance, whereas summative functions prioritise the consistency …
Assessment and feedback in science education
Editors′ preface
Progression in measuring
The Progression in Learning Science and Mathematics Project was set up to investigate to what extent progression in learning can be described in terms of a common framework for all pupils. Other aspects of the assumptions made by the structure of ten age‐independent levels adopted for national assessment in England and Wales were also studied, in particular differing rates of learning and the relation of age to progression. The degree of dependen…
Progression in measuring’: Response by the authors to the comments by Owen van den Berg and Lydia Austin
Progression in understanding the equilibrium of forces
This paper describes the results of empirical research in which children between ages 7 and 13 were interviewed about simple experiments involving forces in equilibrium. The aim of the work was to explore the ways in which children's perceptions, explanations and concepts, as evoked by the experiments, differed between the age groups, in order to establish empirically based hypotheses about progression in learning of the topic. The analysis was b…
An Indoeuropean Classification: A Lexicostatistical Experiment
An Indoeuropean Classification: A Lexicostatistical Experiment
In praise of educational research’: Formative assessment
The authors trace the development of the King's Formative Assessment Programme from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. In doing so, they discuss the practical issues involved in reviewing research and outline the strategies that were used to try to communicate the findings to as wide an audience as possible (including policy‐makers and practitioners as well as a…
Learning How to Learn and Assessment for Learning: A theoretical inquiry
This paper stems from the ESRC TLRP Learning How to Learn—in Classrooms, Schools and Networks Project, and explores how Assessment for Learning (AfL) relates, conceptually, to learning how to learn (LHTL). The term LHTL was intended to draw attention to a primary focus on learning practices, and we have related the processes of AfL to LHTL. A third and more common term ‘learning to learn’ (L2L) has recently come to the fore in the teaching and le…
Learning How to Learn, in Classrooms, Schools and Networks: Aims, design and analysis
This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. The origins of the research, in a concern to investigate the organizational and network conditions that support innovation in teaching and learning, and in a perceived need to align research on pedagogy and assessment with research on school improvement, are described. Details of the overall development…
Meanings and Consequences: A basis for distinguishing formative and summative functions of assessment
The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An assessment is defined as serving a formative function when it elicits evidence that yields construct‐referenced interpretations that form the basis for successful action in improving performance, whereas summative functions prioritise the consistency …
Progression in measuring
The Progression in Learning Science and Mathematics Project was set up to investigate to what extent progression in learning can be described in terms of a common framework for all pupils. Other aspects of the assumptions made by the structure of ten age‐independent levels adopted for national assessment in England and Wales were also studied, in particular differing rates of learning and the relation of age to progression. The degree of dependen…
Inter-university collaboration in methods of teaching science: Achievements, problems and some lessons
(1977). Inter-university collaboration in methods of teaching science. Studies in Higher Education: Vol. 2, No. 2, pp. 149-159
The Rate of Lexical Change in Australia: Evidence from Larrakia
A paper by Barry Alpher compared earlier and later attestations of Australian languages in ways that may seem to suggest that lexical change in Australia could be unusually rapid, despite Alpher's own disclaimers about the problematic nature of such evidence. The present paper first relates this possibility to recent work in lexically-based language classification and dating. It then proceeds to show that comparing earlier and later attestations …
Lexicostatistics with Massive Borrowing: The Case of Jingulu and Mudburra
While heavy lexical borrowing can pose a problem to any approach to linguistic prehistory, it has often been regarded as an especially difficult problem for lexicostatistics, especially in such areas as Australia, where some believe that extensive borrowing is the norm. The present paper applies lexicostatistics to what is arguably the most massive case of borrowing known for Australia, namely between the Jingulu and Mudburra languages of the Nor…
Progression in understanding the equilibrium of forces
This paper describes the results of empirical research in which children between ages 7 and 13 were interviewed about simple experiments involving forces in equilibrium. The aim of the work was to explore the ways in which children's perceptions, explanations and concepts, as evoked by the experiments, differed between the age groups, in order to establish empirically based hypotheses about progression in learning of the topic. The analysis was b…
Aims, processes and the engineering of teaching
Inter-university collaboration in methods of teaching science: Achievements, problems and some lessons
(1977). Inter-university collaboration in methods of teaching science. Studies in Higher Education: Vol. 2, No. 2, pp. 149-159
Skills versus subject matter
Shorter Notices
Barry J. Blake, Australian Aboriginal languages. Sydney: Angus & Robertson, 1981. Pp. 137. Rudolf P. Botha, The conduct of linguistic inquiry. The Hague: Mouton, 1981. Pp. xxii + 462
Purposeful Writing The Wadeye Workshop and Its Basis
Just as the test of the pudding is in the eating, the test of a piece of writing is how well it accomplishes the purpose for which it was written. If a story is written to entertain, then it is well written just to the extent it does this. On the other hand, we wouldn't expect a dictionary to be entertaining: it's purpose is to let us look up information about words. There are a wide variety of purposes writing can serve, and these give rise to d…
An Indoeuropean Classification: A Lexicostatistical Experiment
Progression in understanding the equilibrium of forces
This paper describes the results of empirical research in which children between ages 7 and 13 were interviewed about simple experiments involving forces in equilibrium. The aim of the work was to explore the ways in which children's perceptions, explanations and concepts, as evoked by the experiments, differed between the age groups, in order to establish empirically based hypotheses about progression in learning of the topic. The analysis was b…
Assessment and feedback in science education
Editors′ preface
Progression in measuring
The Progression in Learning Science and Mathematics Project was set up to investigate to what extent progression in learning can be described in terms of a common framework for all pupils. Other aspects of the assumptions made by the structure of ten age‐independent levels adopted for national assessment in England and Wales were also studied, in particular differing rates of learning and the relation of age to progression. The degree of dependen…
Progression in measuring’: Response by the authors to the comments by Owen van den Berg and Lydia Austin
Meanings and Consequences: A basis for distinguishing formative and summative functions of assessment
The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An assessment is defined as serving a formative function when it elicits evidence that yields construct‐referenced interpretations that form the basis for successful action in improving performance, whereas summative functions prioritise the consistency …
Assessment and Classroom Learning
This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approach…
In praise of educational research’: Formative assessment
The authors trace the development of the King's Formative Assessment Programme from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. In doing so, they discuss the practical issues involved in reviewing research and outline the strategies that were used to try to communicate the findings to as wide an audience as possible (including policy‐makers and practitioners as well as a…
The failure of the evidence of shared innovations in Cape York Peninsula
n \t\t\tThe present paper attempts to explore the evidence for shared innovations in Cape York Peninsula systematically: is there any such evidence that sheds light on subgrouping, particularly at levels where groupings are not otherwise obvious? After presenting general background, the paper first moves from north to southwest to review evidence on languages that have been grouped as Northern, Middle and Southwest Paman, and then it moves east t…
Working inside the Black Box: Assessment for Learning in the Classroom
Much recent research indicates that effective formative assessment is a key factor in raising pupils' standards of achievement. Recognised by the QCA, Assessment for Learning is a key idea underpinning the Key Stage 3 Strategy work on assessment. \nThis key title in the area of assessment for learning is vital reading for all teachers to ensure that pupils' education and attainment is maximised.
School pupils’ beliefs about learning
The Learning How to Learn (LHTL) Project's study of learning was comprehensive in attempting to explore learning practices from several different perspectives. This paper reports one of these explorations: into the beliefs and attitudes of pupils. This was carried out using questionnaires composed of questions exploring beliefs about, and attitudes towards, a range of practices and issues bearing on the development of pupils' views about learning…
Learning How to Learn and Assessment for Learning: A theoretical inquiry
This paper stems from the ESRC TLRP Learning How to Learn—in Classrooms, Schools and Networks Project, and explores how Assessment for Learning (AfL) relates, conceptually, to learning how to learn (LHTL). The term LHTL was intended to draw attention to a primary focus on learning practices, and we have related the processes of AfL to LHTL. A third and more common term ‘learning to learn’ (L2L) has recently come to the fore in the teaching and le…
Learning How to Learn, in Classrooms, Schools and Networks: Aims, design and analysis
This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. The origins of the research, in a concern to investigate the organizational and network conditions that support innovation in teaching and learning, and in a perceived need to align research on pedagogy and assessment with research on school improvement, are described. Details of the overall development…
Lexicostatistics with Massive Borrowing: The Case of Jingulu and Mudburra
While heavy lexical borrowing can pose a problem to any approach to linguistic prehistory, it has often been regarded as an especially difficult problem for lexicostatistics, especially in such areas as Australia, where some believe that extensive borrowing is the norm. The present paper applies lexicostatistics to what is arguably the most massive case of borrowing known for Australia, namely between the Jingulu and Mudburra languages of the Nor…
Developing the theory of formative assessment
Formative Assessment Issues Across the Curriculum: The Theory and the Practice
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
Os professores podem usar a avaliacao para melhorar o ensino
"Este artigo discute dois diferentes tipos de propósitos da avaliação: a avaliação formativa, que serve para apoiar a aprendizagem dos alunos, e a avaliação sumativa, que é usada para saber o que os alunos aprenderam e para conceder uma nota em certifi cados ou diplomas. A avaliação formativa preocupa-se tanto com as interações entre professores e alunos, como com outros aspectos essenciais no processo avaliativo, dentre os quais o a articulação …
Inside the Black Box: Raising Standards through Classroom Assessment
Formative assessment is an essential component of classroom work and can raise student achievement.
Reflections and new directions
In introducing these articles we are struck by two features. The first is that they comprise a rich set of resources for stimulating further thinking about tertiary education. The second, which fol
Psychology (23 works) · Mathematics education (18 works) · Computer Science (16 works) · Pedagogy (15 works) · Student Assessment and Feedback (15 works) · Sociology (10 works) · Engineering (7 works) · Formative assessment (7 works) · Political science (6 works) · Reflective Practices in Education (6 works)