The Concept of Formative Assessment.

By C. Boston. 2002

408 citations recorded by the source corpus.

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Citations in the corpus

School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Using formative assessments, teachers are able to provide constructive feedback to students and can use the opportunity to improve their instructional strategies (Boston 2002).”
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, positive): “Of course, the result in this group is in line with studies in which the role of feedback in self-assessment is emphasised (e.g. Boston 2002; Taras 2001, 2002, 2003, cited in Oscarson 2009).”
Peer and Self-Assessment in High Schools (2005, background): “Boston (2002), Rolheiser and Ross (2000) and others have emphasized the importance of training and professional development for teachers to help them better understand and implement effective practices that are the important elements of formative assessment.”
Coming to Terms With Classroom Assessment (2007, background): “Typically, “assessments become formative when the information is used to adapt teaching and learning to meet students’ needs” (Boston, 2002, ¶ 2).”
Asynchronous Discussions and Assessment in Online Learning (2007, background): “Assessment becomes formative when :he information is used to adapt teaching and learning to meet student needs (Boston, 2002).”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “Some experimental research studies illustrate how students’ achievement improves when they understand learning objectives and assessment criteria, because this allows them to reflect on their performance (Boston 2002; Fontana and Fernandes 1994).”
Factors Affecting Teachers’ Grading and Assessment Practices (2007, background): “Black, Harrison, Lee, Marshall, and Wiliam (2004) and Boston (2002), for example, emphasized the role of formative assessment in improving student learning. This approach has also focused attention on teachers’ use of alternative assessment practices such as peer- and self-assessment (Rolheiser & Ro”
Addressing the assessment challenge with an online system that tutors as it assesses (2009, background): “There is a large interest in “Formative Assessment” (Boston 2002; Black and Wiliam 1998a,b; Roediger and Karpicke 2006) in K-12 Education (Olson 2004) with many companies2 providing such services.”
RTI Tier Structures and Instructional Intensity (2010, background): “Students may be encouraged by more data points that show an overall upward trend, rather than discouraged if a few points on the data chart show downward movements (Boston, 2002).”