'In praise of educational research': formative assessment

By Paul Black, Dylan Wiliam *. 2003

491 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/88cf6392eba56cf2aca7a5b5d6a904599f38828e

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In Information Systems and Management

Citations in the corpus

RESPONSE TO ASSESSMENT FEEDBACK: THE EFFECTS OF GRADES, PRAISE, AND SOURCE OF INFORMATION (2008, background): “The discrepancy between the two knowledge sets represents a gap that is closed by the learner achieving the final goal (Black & Wiliam, 2003; Ramaprasad, 1983).”
Formative assessment – an optimistic but incomplete vision (2015, background): “The findings of that project were published in four research articles (Black & Wiliam, 2003; Harrison, 2005; Lee & Wiliam, 2003; Wiliam, Lee, Harrison, & Black, 2004), and in a book for teachers (Black, Harrison, Lee, Marshall, & Wiliam, 2003).”
Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing (2012, unknown): “Understanding “how teachers take on research, adapt it, and make it their own” (Black & Wiliam 2003, 633), is both more important and more challenging than simplistic notions of ‘what works’.”
Assessment for Learning in the Classroom (2004, methodology): “More generally, this work raises questions about the ‘application’ of research to practice, and the links between this and the professional development of teachers (Black and Wiliam, 2003).”
Validity in teachers’ summative assessments (2010, methodology): “Thus our strategy was similar to that adopted in earlier work at King’s, as set out in Black and Wiliam ( 2003 ), which took as a basis the following statement: ”
The Nature and Value of Formative Assessment for Learning (2003, background): “The ways in which the partners involved worked together has been written up elsewhere ( Black & Wiliam 2003 ).”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, background): “…in assessment at the beginning of the twenty-first century, especially in the school sector, summative assessment was increasingly prominent (Black and Wiliam 2003; Shavelson et al. 2004 and Guskey 2005) and was pushing formative assessment out of its place in the relationship originally…”
Portfolios for learning, assessment and professional development in higher education (2006, methodology): “Current research (Askew & Lodge, 2000; Carnell & Lodge, 2002; Klenowski, 2002a; Black & Wiliam, 2003) was incorporated into course materials to inform the course participants about the subject of learning and assessment, key concepts and theories.”
The Formative Purpose: Assessment Must First Promote Learning (2004, methodology): “We have attempted elsewhere an analysis of the reasons for this success (Black & Wiliam, 2003).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “This applies not only to summative assessment but also to formative assessment, whereby assessment is designed to support the learner as an element of, and not set apart from, the process of teaching and learning (Black and Wiliam, 2003).”
Assessment and learning: fields apart? (2017, background): “The dilemma here is whether to distinguish AfL from FA (Black & Wiliam, 1998a, 2003; Wiliam, 2011;8 Swaffield, 2011; Stiggins, 2005) or to treat the terms as equivalent.”
Formative assessment: a critical review (2011, background): “What, exactly, is ‘formative assessment’? The distinction between the summative and formative roles was first proposed by Scriven ( 1967 ) in the context of programme evaluation (Black and Wiliam 2003 ; Wiliam and Thompson 2008 ).”
A socio‐cultural theorisation of formative assessment (2008, background): “However as Black and Wiliam (2003) point out, once the concepts were applied it was found that what was suited to summative purposes was not necessarily very useful for guiding learning on *Corresponding author.”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “Finally, changes in educational policy and practice are slow: Black and Wiliam’s ( 2003 ) work on integrating formative assessment into school teaching suggests that it takes a decade and much publicity and effort for a research‐informed new approach to gain widespread acceptance.”
Teachers developing assessment for learning: impact on student achievement (2004, background): “The experience of the KMOFAP teachers is already being built upon in their schools and LEAs (and more broadly—see Black & Wiliam, 2003), but of course it remains to be seen to what extent this work can be scaled up to an LEA or a country.”
Clarifying the purposes of educational assessment (2007, background): “In fact, in commenting upon the work of Bloom et al. (1971), Black and Wiliam (2003) noted that: ‘From their earliest use it was clear that the terms “formative” and “summative” applied not to the assessments themselves, but to the functions they served’ (p. 623).”
'They don't give us our marks': The role of formative feedback in student progress (2005, background): “Vol. 12, No. 1, March 2005, pp. 21–38 ISSN 0969-594X (print)/ISSN 1465-329X (online)/05/010021–18 © 2005 Taylor & Francis Group Ltd DOI: 10.1080/0969594042000333896 ‘They don’t give us our marks’: the role of formative feedback in student progress Emma Smith* and Stephen Gorard”
Exploring tensions in developing assessment for learning (2009, methodology): “The professional development programme followed similar principles and built on methods used previously (Black and Wiliam 2003).”