Formative Assessment: Getting the Focus Right

By Dylan Wiliam *. 2006

306 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7224318accb6e17c5bcf503dfd09c14d42de516b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. K. Harris
2. Steve Graham
3. Michael A. Hebert
4. A. Lash
5. E. Trumbull
6. Natalie G. Olinghouse
7. Rui Alexandre Alves
8. Teresa Limpo

Citations in the corpus

• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “While formative assessments may vary on a number of dimensions, “the crucial feature is that evidence is evoked, interpreted in terms of learning needs, and used to make adjustments [to instruction] to better meet those learning needs” (Wiliam, 2006, p. 3).”
• OECD Reviews of Evaluation and Assessment in Education DENMARK (2011, background): “However, assessment is considered as formative if and only if it shapes subsequent learning (Black and Wiliam, 1998; Wiliam, 2006).”
• Formative Assessment and Writing (2015, background): “While definitions of formative assessment vary, it involves collecting information or evidence about student learning, interpreting it in terms of learners’ needs, and using it to alter what happens (Wiliam, 2006).”