From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools

By R. Stiggins. 2005

505 citations recorded by the source corpus.

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Citations in the corpus

Formative Assessment and Writing (2015, background): “…peers, and even computers that provides feedback for making adjustments in everyday teaching and learning (e.g., Assessment Reform Group, 2002; Formative Assessment for Students and Teachers, State Collaborative on Assessment and Student Standards [FAST CASs], 2008; Heritage, 2010; Stiggins, 2005).”
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “His argument was predicated on assessment research that demonstrated significant student achievement gains when teachers integrated assessment throughout their instruction and employed data-based decision making (Stiggins, 2005; Wiliam, 2007/2008, 2011).”
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice (2012, background): “…development around DDDM (see, e.g., Data Wise at Harvard; Boudett, City, & Murnane, 2005; the Using Data Project at TERC; Love et al., 2008) and related topics such as leadership (White, 2005) and formative assessment (Heritage, 2007, 2010; Heritage & Niemi, 2006; Stiggins, 2002, 2005).”
A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, background): “Stiggins (2005) stated that " to use assessment productively to help achieve maximum student success, certain conditions need to be satisfied " (p. 4).”
Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction (2010, background): “As stated earlier, interventions developed from an aptitude-by-treatment interaction approach led to negligible to small effects (Kavale & Forness, 2000), but assessment data are critically important for setting the stage for student learning (Stiggins, 2005).”
Formative Assessment Techniques to Support Student Motivation and Achievement (2010, unknown): “Stiggins (2005, 2007) notes that when students have clear learning targets and models of strong and weak student work, and when feedback is continuous, students have a foundation that helps them to understand what they are learning, set goals, and self-assess.”
OECD Reviews of Evaluation and Assessment in Education DENMARK (2011, background): “As students internalise the criteria for evaluating their work, they are better able to connect their performance with their preparation, and develop an internally oriented sense of self-efficacy (Stiggins, 2005).”
What Is Assessment for Learning (2011, background): “In the United States, the origin of the term is often mistakenly attributed to Rick Stiggins as a result of his popularization of the term (see, for example, Stiggins, 2005), although Stiggins himself has always attributed the term to other authors.”
Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013, background): “Educational reformers have looked to alternative assessments as a means to maximize the benefits of assessments while minimizing negative effects (Stiggins 2005).”
‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education (2010, background): “That is, students learn about achievement expectations from the beginning and ‘come to see and understand the scaffolding they will be climbing’ as they strive to manage their own progress (Stiggins 2005, 327).”