Assessment and Classroom Learning
Bibliographic Data
| ID | 23313660 |
|---|---|
| Authors | Paul Black (0000-0002-7150-4439, King's College London), Dylan Wiliam (0000-0002-0710-1133, King's College London) |
| Year | 1998 |
| Volume | 5 |
| Issue | 1 |
| Pages | 7-74 |
| Publication date | 1998-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment in Education: Principles, Policy & Practice (JOURNAL) |
| Journal identifiers | ISSN: 0969-594X • E-ISSN: 1465-329X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0969595980050102 |
| OpenAlex | W1967555382 |
| Language | EN |
| Citations received | 950 |
| References cited | 187 |
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 approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
Assessment for learning · Formative assessment · Mathematics education · Perception · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Learning Progressions in Science
Entre >i/i i/i<
L'évaluation formative
Video-Conference Interviews
Langsam vermisse ich die Schule …“
Handbook of Self-Regulation of Learning and Performance
The Cambridge Handbook of Computing Education Research
Teachers’ Concept about Strategies of Assessment for Learning and its Application
Pakistani Learners’ Perceptions of Portfolio Assessment as a Motivational Factor in Learning English as a Foreign Language
Contextual variables in written assessment feedback in a university-level Spanish program
Language assessment literacy
Re-engineering inclusive classroom assessment practices in a digitalized environment. The mediating effect of digital competencies, instructional practices and assessment literacy
A review of teacher implemented scaffolding in K-12
A conceptual framework to understand learning through formative assessments with student response systems
Digital transformation strategy for developing higher education in conflict-affected societies
Motivational drivers and barriers in learning English for Medical Purposes
Assessing the learning potential of freshmen in labor education courses using ordinal features and support vector machine
Interactive teaching methods as means of foreign language communicative competence formation of university students
Analisis Kompetensi Guru dalam Memahami Konsep dan Praktik Penilaian dalam Pembelajaran di Sekolah
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Learning-centred assessment validation framework
Learning-centred assessment validation framework
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback
Teachers’ Conceptions and Use of Assessment in Student Learning
A Case Study of Formative Assessment in a Chinese High School
Formative Assessment in L2 Classroom in China
Classroom-based language assessment literacy and professional development need between novice and experienced EFL teachers
Assessing and validating young Kazakhstanis’ reading skills in English, the impact of classroom climate, and their engagement on reading skills
Évaluer sans noter, une inspiration pour les cégeps ? Revue systématique des écrits sur les pratiques évaluatives qui réduisent ou éliminent la notation
Teacher Growth Through Professional Development Centered on the Teaching for Robust Understanding Framework
Self-Assessment in the Development of Mathematical Problem-Solving Skills
Measuring Students’ School Motivation
If Assessment Is Learning, Then What
Active Learning in STEM Education with Regard to the Development of Inquiry Skills
Designing an Accounting Course Module on Cost Allocation
A Student Primer on How to Thrive in Engineering Education during and beyond Covid-19
Teacher Education during the Covid-19 Lockdown
“We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students
Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education
Learning and Motivation When Using Multiple-Try in a Digital Game for Primary Students in Chile
Ungrading
Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme
Thinking beyond Chatbots’ Threat to Education
Online Formative Assessment in Higher Education
Contextualizing Language Assessment Literacy
The Chatbots’ Challenge to Education
Assessing EFL Students’ Performance and Self-Efficacy Using a Game-Based Learning Approach
Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the Covid-19 Lockdown
An Effectiveness Study of Generative Artificial Intelligence Tools Used to Develop Multiple-Choice Test Items
Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the Covid-19 Pandemic
The Past, Present, and Future of Clickers
Formative Assessment in Upper Secondary Schools
Exploring the Type and Quality of Peer Feedback in a Graduate-Level Blended Course
Transforming Learning Orientations Through STEM Interdisciplinary Project-Based Learning
Design Principles for Considering the Participatory Relationship of Students, Teachers, Curriculum, and Place in Project-Based STEM Units
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers
Assessing Writing in French-as-a-Foreign-Language
Effects of Recasts, Metalinguistic Feedback, and Students' Proficiency on the Acquisition of Greek Perfective Past Tense
“Explain it on the blackboard”. An analysis of the educational interaction in mirror assessment activities
Antecedentes do ganho de aprendizagem na educação superior
Mathematics Classroom Assessment
Formative assessment in the English as a foreign language classroom in secondary schools in Poland. Report on a mixed-method study
The Nature of Learning
The Writing Process and Formative Assessment
Concepciones de profesores sobre retroalimentación
Evaluación Formativa y Compartida en Educación Infantil. Revisión de una Experiencia Didáctica
Full Issue 4(3)
Pisa 2018 Assessment and Analytical Framework
Cadre d'évaluation et d'analyse de l'enquête Pisa 2015
En finir avec l'échec scolaire
Especificidades Do Conhecimento Interpretativo Do Professor E Das Tarefas Para a Formação Como Elementos Para Práticas Criativas E Matematicamente Inovadoras
Teaching Experience and Views of Pronunciation Formative Assessment
Construction and Application of OBE-based Multiple Formative Assessment System in the “Micro-lecture + PAD Class”
The Importance of Various Indicators of Active Learning on the Enhancement of Saudi Students’ Motivation and English Achievement
Attitudes of Saudi EFL Female Students Towards Current Teacher Feedback Practices
De volta ao básico
Políticas públicas
The Impact of Negotiation as a Social Practice on EFL Writing Peer Assessment Sessions
An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University
Optimizing Students’ Engagement through Implementing Peer-assessment Practice in Iranian Public High School
Teacher Educators’ Conceptions of Language Assessment Literacy in Norway
A review of feedback models and typologies
The Role of Scoring In Formative Assessment of Second Language Writing
A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning
Impact of Korean students’ individual learning time on math performance
Factores Asociados a las Estrategias de Aprendizaje en Estudiantes Universitarios con y sin trabajo remunerado
La evaluación de competencias en Educación Superior mediante rúbricas
La descentralización de la práctica evaluativa orientada al autoaprendizaje del estudiante
As percepções de professores portugueses sobre a avaliação das e para as aprendizagens
Prácticas y concepciones de retroalimentación en Formación Inicial Docente
Avaliação formativa e formação de professores
Évaluation entre pairs et débat argumenté dans le cadre d'un problème complexe en mathématiques
Signs for learning to perform in a digital environment
Development of an interactive mathematics learning system based on a two-tier test diagnostic and guiding strategy
The role of feedback and social presence in an online peer coaching program for student teachers
Technological support for assignment assessment
Modellierung der Effekte lernzielorientierter Tests nach dem Prinzip des mastery measurement innerhalb einer digitalen, formativen Leistungsmessung
L’inclusion scolaire dans l’enseignement primaire
"Feedback must be a two-way exchange"
Educational measurement.
Colonising Egypt
Effects of Learning Skills Interventions on Student Learning
Task-involving and ego-involving properties of evaluation
Achievement goals in the classroom
Teaching Students to Generate Questions
The Instructional Effect of Feedback in Test-Like Events
Reinforcement, Reward, and Intrinsic Motivation
The Impact of Classroom Evaluation Practices on Students
On the definition of feedback
Becoming a Self-Regulated Writer
Feedback and Self-Regulated Learning
Classrooms
Formative assessment and the design of instructional systems
Testing and teaching
The impact of the graded test movement on classroom teaching and learning
A sense of direction in criterion-referenced assessment
From marking strategy to assessment procedure
The effects of feedback interventions on performance
Assessment of teaching and learning in “literature-based” classrooms
Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures
The effect of changes in published secondary school admissions on pupil composition
Teacher assessment at Key Stage One
Issues and themes
A longitudinal study of primary teachers’ perceived competence in, and concerns about, National Curriculum implementation
Program Evaluation within the Paradigms
Learning to Learn
Meanings and Consequences
Multilateral Evaluation
The Effects of Pupil Self‐recording of On‐task Behaviour on Primary School Children
Contexts of Assessment in a Primary Classroom
Teaching the Language of Learning
Enabling Pupils with Learning Difficulties to Reflect on Their Own Thinking
Teacher Feedback to Young Children in Formative Assessment
Practices in monitoring student progress
Psychometricians’ Beliefs About Learning
Toward Assessment of Cognitive and Conative Structures in Learning
Conceptions of Educational Achievement
The problems of facilitating qualitative formative assessment in pupils
Re‐examining Repeated Testing and Teacher Effects in a Remedial Mathematics Course
Improvements in mathematics performance as a consequence of self‐assessment in Portuguese primary school pupils
Assessing Achievement in the Arts
Information-gathering processes
Behavioral confirmation in social interaction
Motivational processes affecting learning
Effects of a Measurement and Planning System on Kindergartners’ Cognitive Development and Educational Programming
Success and Failure in Junior High School
Success and Failure in Junior High School
Assessment for Measurement or Standards
Impact of Self-Regulatory Influences on Writing Course Attainment
Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning
Cultural Differences in the Use of Strategies for Self-Regulated Learning
Students’ Help Seeking During Problem Solving
Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning
Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations
Autonomy in children's learning
Change through paradox
Stereotype threat and the intellectual test performance of African Americans
Feedback in Self-Instruction
Enhancing teaching through constructive alignment
Enhancing and Undermining Intrinsic Motivation
Changes in control beliefs in Portuguese primary school pupils as a consequence of the employment of self-assessment strategies
Staff and peer-group assessment of oral communication skills
Peer, self and tutor assessment
| Unique citing works | 950 |
|---|---|
| Citations per year | 16,67 |
| Citation span | 1969 - 2026 (58) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 744 |