Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

By Mantz Yorke *. 2003

1,130 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/140058ac6dc3e688198d94a207eef98a33c1e243

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In Education

Citations in the corpus

Student perceptions of hidden messages in teacher written feedback (2013, background): “Because feedback is very closely linked with student achievement, retention and progression (Bloxham and Boyd, 2007; Yorke, 2003) the messages students take from feedback becomes an important aspect of learning.”
Independent learning – what we do when you’re not there (2018, background): “These views echo the study skills and inclusive assessment literature (see for example Boud & Falchicov 2006, Hounsell, 2007, Yorke 2003) that suggests that ‘skills development’ or ‘assignment drop in’ sessions are more effective and reach more students when they are embedded within the curriculum…”
Feedback : all that effort, but what is the effect? (2010, background): “Assessment in higher education requires performances that are multi-dimensional (Yorke 2003) and therefore, in response, the feedback must match that complexity.”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “Among these pressures, Yorke (2003) highlights the modifications in the structure of curricula and the raising of standards aimed at improving results, the increasing ratio of students in the classroom, and the mounting pressure on academic staff to produce research which conflicts with the time…”
Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “Furthermore, resource constraints coupled with mass expansion in higher education have reduced opportunities for formative assessment to be practised (Yorke 2003; Gibbs 2006).”
‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “In addition, our findings highlight a need for taking into account student backgrounds and cultural nuances in social-affective support, expanding the view of teacher understanding of student psychology of giving and receiving feedback (Yorke 2003).”
Learning‐oriented assessment: conceptual bases and practical implications (2003, background): “Instrumental students may interpret some types of formative assessment as extra work for no marks or regard them as non-essential (Yorke, 2003).”
The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education (2016, background): “Yorke (2003) argues the following regarding this issue: The act of assessing has an effect on the assessor as well as the student.”
E‐assessment by design: using multiple‐choice tests to good effect (2007, background): “…current concerns in the assessment research that students should be given a more active and participative role in assessment processes (Boud, 2000; Yorke, 2003) or that assessment should develop in students the skills needed to self-regulate their own learning (Nicol & Macfarlane-Dick, 2006;…”
Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “However, formative assessment is a complex and often difficult concept which seems to hold different meaning for different people, both as an entity in itself and its relationship to summative assessment (Taras 2005 , 2008 ; Yorke 2003 ).”
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “According to Yorke (2003), two questions might be asked regarding external feedback.”
An inventory of peer assessment diversity (2011, background): “Yorke ( 2003 ) refers to the same issue in his discussion of the difference between short‐term and long‐term learning.”
Differing perceptions in the feedback process (2006, background): “Yorke ( 2003 ) argues that, as well as the content of feedback, an awareness of the psychology of giving and receiving feedback is vitally important to student learning.”
Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, background): “The extent to which they are reflective affects the effectiveness of their feedback, and increased awareness of their role in giving feedback can contribute to their own development as reflective practitioners (Yorke, 2003).”
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used (2010, background): “Yorke (2003) argues that understanding the psychology of giving and receiving feedback is of vital importance.”
Aligning assessment with long‐term learning (2006, background): “There has also been substantial criticism of the role of summative assessment and its negative effects on student learning (Ecclestone, 1999; Knight, 2002; Knight & Yorke, 2003).”