Teachers developing assessment for learning: impact on student achievement

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

731 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/de71d29493d56160cca43d8b34e6729685c10f58

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In Information Systems and Management

Citations in the corpus

A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, background): “Wiliam, Lee, Harrison, and Black (2004) explored the impact of 24 teachers' use of formative assessment after a six-month training period.”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “The research on feedback on writing clearly indicates that the quality of feedback messages influences the extent of students’ writing improvement (Reid et al. 2011; Wiliam et al. 2004; Ruiz-Primo and Furtak 2007).”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “More opportunities for students to engage deeply with fundamental mathematics concepts and processes based on their current thinking and, in some cases, larger achievement gains in problem solving and conceptual understanding (Carpenter et al., 1989; Fennema et al. 1996; Stein et al., 1996; Stein & ”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “…strategies that teachers had learned in profes sional develop ment sessions resulted in an average effect size of .30 (Wiliam, Lee, Harrison, & Black, 2004), and use of a com puter-based formative assess ment system of writing resulted in an effect size of .28 (Rich, Harrington, Kim, & West,…”
Authentic assessment: creating a blueprint for course design (2018, background): “AFL allows teachers to gather information to adjust their teaching and helps students to regulate their own learning (Wiliam, 2007; Wiliam et al., 2004).”
‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education (2010, background): “Interest and research in formative assessment (Dann 2002; Centre for Educational Research and Innovation 2005), and more specifically AfL from both the student and teacher perspectives, continue to grow (Shepard 2000; Black et al. 2003; Wiliam et al. 2004; Black et al. 2005; Carless 2005).”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “…for more research to clarify the impact of formative assessment Although educators have acknowledged the beneficial effects that formative assessment has on learning, only in recent years has there been a growing emphasis on studying its actual impact (Black and Wiliam 1998; Wiliam et al. 2004).”
Implementing formative assessment in primary physical education: teacher perspectives and experiences (2013, background): “While the evidence of the impact of formative assessment strategies to enhance learning is overwhelming (Black and Wiliam 1998; Wiliam et al. 2004),”
PROGRESSION IN STUDENT CREATIVITY IN SCHOOL: FIRST STEPS TOWARDS NEW FORMS OF FORMATIVE ASSESSMENTS (2013, background): “Unsurprisingly, many teachers focus more closely on high-stakes state-mandated testing than on tracking the development of dispositions such as creativity (Wiliam et al., 2004).”