'They don't give us our marks': The role of formative feedback in student progress

By Emma L. Smith, Stephen Gorard. 2005

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A socio‐cultural theorisation of formative assessment (2008, background): “The current debate about the way that Assessment for Learning is being implemented in a somewhat simplistic way (see Smith & Gorard, 2005 and Black et al., 2005) rather suggests that a more problematic view of formative assessment may not be a bad thing for developing practice.”
Getting to the heart of authentic Assessment for Learning (2011, unknown): “I am alert to criticisms of the evidence base such as have been put forward by Randy Bennett ( 2009 ), and am aware of researchers who have found the impact of putative AfL to be limited, for example Emma Smith and Stephen Gorard ( 2005 ), although discussion of these and a critique of the latter (B”
“I really need feedback to learn:” students’ perspectives on the effectiveness of the differential feedback messages (2009, background): “However, it is clear that the grade as a summary of achievement is fundamentally summative in nature (Airasian 1994; Smith and Gorard 2005).”
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work (2007, background): “For such students, feedback may only be acted upon if there is a desire to obtain a better mark on a subsequent occasion (Smith & Gorard, 2005 ).”