Working inside the Black Box: Assessment for Learning in the Classroom

By Paul Black, C. Harrison, Clare Lee, B. Marshall, Dylan Wiliam *. 2004

1,346 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/ba105d82340acd8b59673b18f77ae2de564cbd89

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Citations in the corpus

Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “As teachers engage in sharing and discussing knowledge regarding their instructional practice, it is likely that their knowledge and learning will be enhanced (Black et al., 2004).”
Formative Assessment Techniques to Support Student Motivation and Achievement (2010, positive): “They can also learn to self-assess from models provided by teachers (Black and Wiliam 1998b; Sadler 1989; Chappuis 2005) and by practicing peer assessment (Black et al. 2004; Leahy et al. 2005).”
Seven Practices for Effective Learning (2005, background): “Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning ( Black, Harrison, Lee, Marshall, & Wiliam”
Students' questions: a potential resource for teaching and learning science (2008, background): “In this regard, self-questioning may also stimulate students to self-evaluate and monitor the status of their understanding, as well as help them to redirect their use of learning strategies – strategies that are essential to use assessment formatively (Black et al., 2002).”
The Formative Purpose: Assessment Must First Promote Learning (2004, background): “The 24-page booklet describing, for a teacher audience, the outcome of the work (Black et al., 2002) has sold about 30,000 copies in the U.”
Developing Formative Teacher Assessment: Knowledge, Practice, and Change (2004, background): “…in this field has provided some examples of effective and practicable classroom strategies such as increasing wait time (for student answers), ways of asking questions and building up a whole class approach to exploring answer jointly (e.g., Black et al., 2002; Harlen & Winter, in press).”
The Nature and Value of Formative Assessment for Learning (2003, background): “Th. concept In a recent publication for teachers (Black et al. 2002) we included the following extended definition of our idea of formative assessment : 8 9 Improving Schools Volume 6 Number 3 Autumn 2003 Assessment for learning is any assessment for which the first priority in its design and…”
How teachers value and practise professional learning (2005, background): “…from what is written and reported about assessment for learning (see Black & Wiliam, 1998a, b; Assessment Reform Group, 1999, 2002; Shepard, 2000; Black et al., 2002, 2003) that the approach involves a radical transformation of classroom teaching and learning processes and relationships, not…”
Teaching socioscientific issues: classroom culture and students’ performances (2007, background): “The follow-up, 2004 article ‘‘Working Inside the Black Box: Assessment for Learning in the Classroom’’ (Black et al., 2004) shows how teachers changed their practice and students changed their behavior so that everyone shares responsibility for the students’ learning.”
Assessment for Learning in the Classroom (2004, methodology): “Tom, Riverside School (Black et al., 2002)”
Classroom Assessment: Minute by Minute, Day by Day In classrooms that use assessment to support learning, teachers continually adapt instruction to meet student needs. (2005, methodology): “After we introduce teachers to the basic principles of assessment for learning, we encourage them to try out two or three techniques in their own classrooms and to meet with other colleagues regularly—ideally every month—to discuss their experiences and see what the other teachers are doing (see Bl”
OECD Reviews of Evaluation and Assessment in Education DENMARK (2011, background): “Research evidence supports teachers providing descriptive comments rather than numerical or letter grades to young children, as students engage more productively in improving their work – students tend to ignore teachers’ comments when numerical marks are also given (Black et al., 2004).”
Classroom assessment and pedagogy (2018, background): “In subsequent work (Black et al. 2002, 2003) the practical implementations of various formative assessment practices were explored with and by teachers: the findings of this work did produce explicit guidance to help teachers develop their use of formative assessment.”