On the Relationship between Assessment for Formative and Summative Purposes

By W. Harlen. 2012

200 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/422c52e1af2a5721538381d7b621d1ba0f5cc8bb

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In Education

Citations in the corpus

Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “…(AFL) and ‘learning-orientated assessment’ (LOA) are being increasingly used either interchangeably with the term formative assessment or to encompass it as part of an overarching strategy to encourage student development (Carless 2007; Ecclestone and Pryor 2003; Harlen 2006; McDowell et al. 2006).”
Formative Assessment: Policy, Perspectives and Practice. (2011, background): “Harlen (2006) underscores the “serious impact of summative Policy, Perspectives and Practice 174 assessment and tests on lower achieving students” (p. 78) caused by repeated failure and public comparison.”
Getting to the heart of authentic Assessment for Learning (2011, unknown): “Harlen is a particular authority on the relationship between formative and summative assessment (see for example Harlen 2005, 2006, 2008; Harlen and James 1997).”
Assessment and learning: fields apart? (2017, background): “…the extent to which assessment supports and improves instructional decisions’ (Wiliam, 2010, p. 22), a message also found in the ‘Formative Assessment as a cyclic process model’ suggested by Harlen (2006, 2012), where one of the steps is to use feedback from students to adjust teaching.”
Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “Although all 10 courses under review did include assessment elements in one way or another, they might not be sufficient to equip pre-service teachers with fundamental knowledge, principles, and skills in handling a range of classroom-based assessments within a wider examination-driven educational c”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “These policies are predicated on research arguing the benefits of assessment-based teaching on student achievement (Black & Wiliam, 1998; Gardner, 2006; Taras, 2007), metacognitive abilities (Earl, 2003), motivation and positive self-perception (Harlen, 2006), and enhanced teacher instruction (Harri”