On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers

By R. Shavelson, Donald B. Young, C. Ayala, P. Brandon, Erin Marie Furtak, Maria Araceli Ruiz-Primo, Miki K. Tomita, Yue Yin. 2008

260 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/970397f8441eee6a2f761f6c42895e16195cfa45

How researchers see this paper

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In Education

1. E. Klieme
2. G. Büttner
3. Katrin Rakoczy
4. David M. Hammer
5. Jasmin Decristan
6. S. Hertel
7. Birgit Harks
8. M. Kunter

Citations in the corpus

• The interplay between student evaluation and instruction: Grading and feedback in mathematics classrooms. (2008, background): “Several examples of instructionally embedded assessments–ie, tests that closely follow instructional processes and provide more fine-grained information on learning gains, based on a detailed analysis of cognitive demands–have recently been developed (eg, Popham, Keller, Moulding, Pellegrino, & Sand”
• Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, background): “FA has been repeatedly examined in science education (e.g., Shavelson et al., 2008).”
• The missing disciplinary substance of formative assessment (2011, background): “7 according to Black and Wiliam, 1998b), although not all of the research points to positive effects (Bennett, 2011; Kluger & DeNisi, 1996; Shavelson et al., 2008; Torrance & Pryor, 1998).”