Formative assessment: a critical review

By R. Bennett. 2011

1,335 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/1d7f9e781d951192377cd6f9ad49ef395400c9b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

Citations in the corpus

Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development (2018, background): “Bennett (2011) stated that teacher’s lack of substantial knowledge and limited assessment pedagogical practice influence learners’ outcome to a great extent.”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “diagnostic-formative-summative; assessment for, of, and as learning; improvement of teaching and learning, school accountability, and student accountability) often with inconsistency (Bennett, 2011; Newton, 2007; Swaffield, 2011).”
Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment. (2012, background): “Bennett (2011) referred to this ability as being able to make ‘‘distinctions among errors, slips, misconceptions, and lack of understanding’’ (p.”
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “However, in some of the critical evaluations of these studies (Bennett, 2011; Briggs, Ruiz-Primo, Furtak, Shepard, & Yin, 2012; Filsecker & Kerres, 2012; McMillan, Venable, & Varier, 2013) various methodological problems in the research were found, and it was clear that more qualified studies should”
Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment (2010, background): “Although summative assessment is frequently equated categorically with “assessment of learning” and formative assessment with “assessment for learning,” the relationships are, arguably, more complex ( Bennett, in press ).”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “Bennett (2011) suggests that the characterization of Black and Wiliam’s review as a meta- analysis is education’s equivalent of an urban legend.”
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, background): “As Bennett (2011); Anderson, Leithwood, and Strauss (2010); and others have argued, the effects of these implementation activities are closely related to the quality of the inferences drawn on the basis of the data, the chosen approach to addressing the identified problems, and the instructional…”
The effectiveness of formative assessment: student views and staff reflections (2020, background): “The diagnostic information was the largest benefit of the e-assessments, for staff – and also falls in line with Nicol (2009b) principle 12 of best feedback practice and it adds to staffs’ knowledge of student achievement (Bennett 2011).”
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2013, background): “was recently addressed in detail by Bennett (2011), who argued that “the magnitude of commonly made quantitative claims for effectiveness is suspect, deriving from untraceable, flawed, dated, or unpublished resources” (p. 5) .”
An argument for formative assessment with science learning progressions (2018, background): “Despite recent critiques about the nature of empirical evidence for the effectiveness of formative assessment (Bennett, 2011; Kingston & Nash, 2011), this process is widely considered crucial to effective instruction (e.”
A Critical Review of Research on Student Self-Assessment (2019, background): “Black and Wiliam’s review spawned a great deal of research on formative assessment, some but not all of which suggests a positive relationship with academic achievement (Bennett, 2011; Kingston and Nash, 2011).”