Assessment for Learning in the Classroom

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How researchers see this paper

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Keeping It Complex (2013, background): “…involves building mathematical and social relationships in which it is possible to continuously assess and adapt teaching to what students know and are able to do (Black & Wiliam, 1998a, 1998b, 2012; Moss, Pullin, Gee, Haertel, & Young, 2008; Wehlage, Newmann, & Secada, 1996; Wiliam, 2011a, 2011b).”
Formative Assessment: Policy, Perspectives and Practice. (2011, background): “…practices that support academic achievement and the cultural development of the ‘whole child’ (Bloom, Hastings, & Madaus, 1971; Sadler, 1989; Black & Wiliam, 1998a, 1998b, 2006a; Assessment Reform Group [ARG], 1999; Organization for Economic Cooperation and Development [OECD], 2005;…”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Mutual learning relationships The theory of formative assessment holds that SRL may exist only in environments where individuals are “meta-cognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman 1989, p. 4; Black and Wiliam 1998b, 2006, 2009).”
Assessment in mathematics education: responding to issues regarding methodology, policy, and equity (2018, background): “Many scholars have claimed that assessment should be used primarily to improve learning (Black and Wiliam 2012; Hattie and Timperley 2007; Niss 1993; van den Heuvel-Panhuizen and Becker 2003).”