Successful Students' Formative and Summative Uses of Assessment Information

By S. Brookhart. 2001

241 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f8fe27dbfc494e660e4534535279e623d68fcef

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In Education

Citations in the corpus

The Dynamics of Motivation and Effort for Classroom Assessments in Middle School Science and Social Studies (2006, background): “However, good students use even summative assessments in formative ways, to help them become better students (Brookhart, 2001).”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “…facilitates better control over one’s own cognitive activities: students must succeed in understanding which strategies they should use in each task and when and how to use them (Brookhart 2001), as well as being able to identify irrelevant information and discard it (Quinn and Reid 2003).”
Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool (2003, background): “The area of student selfassessment (Brookhart, 2001) is an especially interesting development in the use of Bloom’s taxonomy, because it points in the direction of double-loop learning (Argyris, 1977), student self-responsibility and self-management, and the student-centered classroom (Harvey, 1998)”
Assessment of learning, for learning, and as learning: New Zealand case studies (2009, background): “It appears these same students found the feedback information intrinsically motivating (Brookhart 2001), perhaps because they came to believe that they could achieve success through effort (Clarke 2001; Black 2003).”
The impact of formative feedback on the development of academic writing (2010, background): “Brookhart (2001) provides evidence of how successful learners consistently utilise assessment opportunities, and Hyland (1998) found in a case study of six second-language writers that the student who took the least action on teacher feedback was also the one who had the lowest perception of…”
An argument for formative assessment with science learning progressions (2018, background): “Thus, students have an important role to play in formative assessment—not only in making adjustments in response to feedback provided by a teacher (e.g., Heritage, 2008), but also as active participants in self- and peer-assessment (e.g., Brookhart, 2001; Linquanti, 2014; McManus, 2008).”
To Feedback or Not to Feedback in Student Self-assessment (2003, background): “Brookhart (2001), on the other hand, states that good students talk in terms of self-assessment continually without specific training.”
Developing Measurement Theory for Classroom Assessment Purposes and Uses (2005, background): “Successful students even use in formative ways information from end-of-unit tests on material they may not revisit in class (Brookhart, 2001 ).”
Using Assessment to Support Student Learning (2010, background): “In contrast Brookhart (2001) found that successful students use both marks and feedback and actively self-assess, both to learn and to direct their future studying.”
Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning (2013, background): “…the fact that the child’s perspective on feedback is frequently missing from research into feedback (although see Torrance & Pryor, 1998, and Tunstall & Gipps, 1996a; Tunstall & Gipps, 1996b for studies in infant schools; Weeden, Winter, & Broadfoot, 2002, and Brookhart, 2001 in secondary schools).”