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Dec 12, 2018 · Black and Wiliam (this issue) outline a model where educational design and assessment is associated with theories of pedagogy, instruction and learning while also taking specific subjects into account. The article thoroughly discusses issues around policy, practise and implementation of formative assessment practices.
- Therese N. Hopfenbeck
- 2018
- Introduction
- 10 P. Black & D. Wiliam
- Some General Issues
- Overview
- No Meta-analysis
- 56 P. Black & D. Wiliam
- Assessment and Classroom Learning 59
- Acknowledgements
One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of students. ...
formative assessment. This prepares the ground for a final section, on Prospects for the theory and practice of formative assessment, in which we attempt a synthesis of some of the main issues in the context of an attempt to review the theoretical basis, the research prospects and needs, and the implications for practice and for policy of formative...
The studies chosen thus far are all based on quantitative comparisons of learning gains, six of them, and those reviewed in the eighth, being rigorous in using pre- and post-tests and comparison of experimental with control groups. We do not imply that useful information and insights about the topic cannot be obtained by work in other paradigms. As...
The various aspects of a teacher's work in formative assessment can be organised in relation to the temporal sequence of decisions and actions that are entailed. This approach will be used here as a framework for describing the work reported in the literature. Thus, the sub-sections below will deal in turn with the choice of tasks, with classroom d...
It might be seen desirable, and indeed might be anticipated as conventional, for a review of this type to attempt a meta-analysis of the quantitative studies that have been reported. The fact that this hardly seems possible prompts a reflection on this field of research. Several studies which are based on meta-analyses have provided useful material...
responses to her questions. Initially, the teacher's reactions tended to focus on the extent to which the student responses accorded with the teacher's expectations (what Davis terms 'evaluative' listening). After sustained reflection and discussion with the researcher over a period of several months, the teacher's reaction placed increasing emphas...
the precise nature of the various types of assessment evidence revealed by the learner's responses; the interpretative framework used by both teachers and learners in responding to this evidence; the learning work used in acting on the interpretations so derived; the divisions of responsibility between learners and teachers in these processes; the ...
The compilation of this review was made possible by the provision of a grant from the Nuffield Foundation, whose support we gratefully acknowledge. We would also like to thank the members of the British Educational Research Association's Assessment Policy Task Group who commissioned the work, provided helpful comments on earlier drafts, and made su...
Nov 23, 2011 · Classroom assessment impacts on student learning, interpersonal relationships and students’ sense of self-efficacy, self-esteem and motivation (Black and Wiliam 1998; Cowie 2005b; Crooks 1988; Hickey and Zuiker 2005). From a socio-cultural perspective, students’ descriptions of their experiences construe classroom assessment as a social ...
- Bronwen Cowie
- bcowie@waikato.ac.nz
- 2012
Chapter 2. Assessment for Learning in the Classroom. Paul Black and Dylan Wiliam. Introduction. Assessment in education must, first and foremost, serve the purpose of supporting learning. So it is fitting to start a study of assessment with an exploration of the meaning and practices of assessment that serve this purpose most directly.
Sep 27, 2010 · Reviews of research by Natriello (1987) and Crooks (1988) and more recently by Black and Wiliam (1998 a) have demonstrated that substantial learning gains are possible when teachers introduce formative assessment into their classroom practice.
- Dylan Wiliam, Clare Lee, Christine Harrison, Paul Black
- 2004
they learn and how they learn (Crooks, 2007). Harrison and Harlen (2006) also point out that self-assessment is one of the critical elements of formative assessment because it helps students participate directly in learning objective activities. Peer review or peer feedback is one way for students to comment on other students’ work (Topping ...
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EDITORIAL. Classroom assessment, pedagogy and learning twenty years after Black and Wiliam 1998. Twenty years ago Paul Black and Dylan Wiliam published their world-renowned review on classroom assessment and learning in this journal (Black & Wiliam, 1998).
