Developing the theory of formative assessment

By Paul Black, Dylan Wiliam *. 2009

3,340 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/587e20871789d959ceb1f7a971695e73670c0463

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “It is clear that an important function of the “formative interaction” (Black and Wiliam 2009, p. 11) is to make the experiential tacit knowledge that is ‘hidden’ within the learner transparent, explicit and available (cf. Polanyi).”
Formative Assessment: Policy, Perspectives and Practice. (2011, background): “This is a very challenging first step, or as Black & Wiliam (2009) put it, “a formidable problem for teachers” (p. 13).”
What Is Assessment for Learning (2011, background): “The justification for each of the components of the definition can be found in Black and Wiliam (2009) and Wiliam (2010), and explorations of how formative assessment relates to other theoretical perspectives on teaching and learning can be found in Black and Wiliam (2004, 2011) and Wiliam (2007).”
The effectiveness of formative assessment: student views and staff reflections (2020, background): “…only were staff satisfied with the results of introducing the e-assessments, i.e. they supported students in their learning, but felt that they had gained valuable insight into student progress throughout the semester: a key part of the formative assessment process (Black and Wiliam, 1998, 2009).”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “Alternatively known as assessment for learning and formative assessment, assessment feedback is a pedagogical framework designed to promote learning and engagement (Black and Wiliam 2009).”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “These provisions are in line with the aims of formative assessment or assessment for learning, which aims to make students owners of their own learning (Black and Wiliam 2009).”
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment (2021, methodology): “The current study adopted this definition and emphasised that formative assessment involves collecting evidence about student learning through various activities and using that evidence to adapt future teaching and learning (Black & Wiliam, 2009; Popham, 2008).”
Formative assessment: a critical review (2011, background): “Black and Wiliam (2009, 17) suggest a variety of cognitive causes, including misinterpretation of language, question purpose or context, or the requirements of the task itself.”
Data-based decision-making for school improvement: Research insights and gaps (2019, background): “Equally, students’ development of self-regulated learning skills – i.e. the process of students taking responsibility for their own learning (Black and Wiliam 2009) – is another such area where data may not have been collected.”
Inclusive pedagogy in action: getting it right for every child (2018, background): “Through self-assessment, pupils are included as agents of assessment rather than as objects to be assessed (Black and Wiliam 2009).”
Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, methodology): “Some scholars use the terms formative assessment and assessment for learning with somewhat different connotations (e.g. Swaffield, 2011), while others use these terms synonymously (e.g. Baird, Hopfenbeck, Newton, Stobart, & Steen-Utheim, 2014; Bennett, 2011; Black & Wiliam, 2009).”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “Formative assessment is highly “contingent” on the instructional situation and the student(s) (Black & Wiliam, 2009, p. 12).”
Getting to the heart of authentic Assessment for Learning (2011, neutral): “Also in 2009 Black and Wiliam published a definition that they said drew on and was consistent with their own (Black and Wiliam 1998b ) and ARG’s ( 2002a ) earlier definitions.”
Formative assessment as practice: the role of students’ motivation (2020, methodology): “However, assessments with a summative or a formative purpose are both used to produce inferences about students’ learning (Black and Wiliam 2018).”