Inside the Black Box: Raising Standards through Classroom Assessment

By Paul Black, Dylan Wiliam *. 2010

3,875 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/45fad66f76bc3b579d1a9c9ac3568d0fdc524a7f

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In Computer Science Applications

In Education

Citations in the corpus

Extending the constructs of active learning: implications for teachers' pedagogy and practice (2011, background): “However, a number of aspects of active learning are clearly aligned to those promoted through formative assessment or ‘assessment for learning’ (Black and Wiliam 1998 ).”
Assessment Techniques and Students’ Higher-Order Thinking Skills (2016, background): “For each of the following questions (1-15), select the correct answer.”
Differentiated instruction in a data-based decision-making context (2018, background): “Differentiated, targeted, or adapted instruction is a frequently mentioned aspect of classroom DBDM (Black & Wiliam, 1998; Hamilton et al., 2009), as instructional strategies are supposed to be grounded on student data, and adapted in line with differences in learning needs between students.”
An Analysis of Research on Metacognitive Teaching Strategies (2014, background): “Nevertheless, Pintrich (2002) writes that, “because metacognitive knowledge in general is positively linked to student learning [see Black & Wiliam, 1998; Gulikers, Bastiaens, Kirschner, & Kester, 2006; Michalsky, Mevarech, &Haibi, 2009], explicitly teaching metacognitive knowledge to facilitate…”
Assessment literacy development: identifying gaps in teacher candidates’ learning (2010, positive): “Current notions of assessment consider assessment as more than a method to measure student achievement, emphasising the use of assessment practices and results as learning tools that promote self-regulated learning behaviour and the use of metacognitive skills (Black and Wiliam 1998; Earl 2003). Goo”
Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “For example, Black and Wiliam (2010) argued that national policies should aim at improvement in the classroom by supporting change within the classroom, again tying the macro-level of the nation or country to the micro-level of the classroom.”
Assessment Literacy for the Language Classroom (2012, background): “It has long been argued that assessment for learning in some guise is an essential component of classroom practice ( Black & Wiliam, 1998 ).”
On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change (2008, background): “…580 articles (or chapters) from over 160 journals in a 9-year period and concluded that formative assessment has a positive impact on students’ learning, as well as on students’ motivation (Black, Harrison, Lee, Marshall, & Wiliam, 2002; Black & Wiliam, 1998a, 1998b; Hattie & Timperley, 2007).”
Developing the theory of formative assessment (2009, background): “Our earliest work on formative assessment (Black & Wiliam 1998a; 1998b) did not start from any pre-defined theoretical base but instead drew together a wide range of research findings relevant to the notion of formative assessment.”
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010, positive): “…learning and achievement (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991; Brinko, 1993; Butler & Winne, 1995; Crooks, 1988; Hattie & Timperley, 2007; Kluger & DeNisi, 1996) if delivered correctly (Shute, 2008), most students get little informative feedback on their work (Black & Wiliam, 1998).”