What Is Assessment for Learning

By Dylan Wiliam *. 2011

731 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/89b9babf1f0e542e6d9c11d9bc0bbb967f78476c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020, background): “Although there is still no clear consensus on what the term “formative assessment” encompasses (Van der Kleij et al., 2015; Bennett, 2011; Torrance, 2012; Wiliam, 2011), it is broadly accepted as a good classroom practice for teachers (Torrance, 2012).”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “As Wiliam (2011) writes in his historical review of the formative assessment field: “It is only through assessment that we can find out whether a particular sequence of instructional activities has resulted in the intended learning outcomes” (p. 3).”
Editorial: Classroom assessment as the co-regulation of learning (2019, background): “Various classroom assessment practices differentially shape instruction, learning, and the learning strategies students adopt (Wiliam, 2011; Balloo et al., 2018).”
Formative assessment and feedback for learning in higher education: A systematic review (2021, methodology): “For some, using or storing this information to simply acknowledge a gap, however, is not enough; it must be utilised in a way to alter that gap, and ultimately have an impact on students’ learning if it is to be called ‘feedback’ (Ramaprasad, 1983; Wiliam, 2011).”
Assessment for learning: a catalyst for student self-regulation (2017, background): “Students’ experiences of and responses to teaching, learning and assessment within an AfL environment and associated links to self-regulation are presented under five headings which reflect the strategies of AfL (James and Pedder 2006; wiliam 2011; Hawe and Parr 2014).”
Formative assessment as practice: the role of students’ motivation (2020, background): “In this view, formative assessment is about low-stakes testing, whereas summative assessment concerns high-stakes testing (Wiliam 2011).”