Formative Assessment and its Relevance to Retention

By Mantz Yorke *. 2001

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fd3bd3aacf68a21f1a6442cf5c8c1dc0d5e56f17

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In Education

Citations in the corpus

First‐year students' perceptions of capability (2004, background): “However, there seems to be considerable agreement from a number of sources (Garrigan, 1997; Chur-Hansen, 2001; Yorke, 2001) that a capacity for self-assessment, and the related notion of self-awareness, are fundamental for maturing and progressing as a learner.”
Differing perceptions in the feedback process (2006, background): “Failure to find time for such dialogues may engender negative consequences such as student dissatisfaction, underachievement or even impact negatively on retention (Yorke, 2001).”
Conditions Under Which Assessment Supports Students’ Learning (2005, unknown): “Yorke (2001) elaborates on the positive or negative ways in which formative assessment can affect student retention and emphasizes its role in ‘academic integration’ (Tinto, 1993).”
Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “Constraints included increasing student numbers, a multitude of demands on academics time, as well as modularisation of the curriculum (Yorke 2001).”
Using Assessment to Support Student Learning (2010, background): “Yorke (2001) elaborates on the ways in which formative assessment can affect student retention and emphasises its role in ‘academic integration’ (Tinto, 1993).”
A framework for transition: supporting 'learning to learn' in higher education (2007, background): “In the UK, for instance, about two-thirds of withdrawals happen during or at the end of the first year (Yorke, 2001).”
Innovative Assessment in Higher Education (2019, background): “The use of conventional tests, with marks, early on may have a detrimental impact on students, even if the teacher is able to identify which students need help (Yorke, 2001).”
A study of accounting students' motives, expectations and preparedness for higher education (2005, background): “Several researchers have highlighted the importance of accurate self assessment for maturing and progressing as a learner (Garrigan, 1997; Yorke, 2001).”
The quality of guidance and feedback to students (2008, background): “…shift in UK higher education towards modularisation and semesterisation, resulting in more compressed curricular timetables in which assignments crowd towards the end of courses, leaving students with little or no scope to benefit from a tutor’s feedback on their work (Gibbs, 1999; Yorke, 2001).”
Academic tutors at the frontline of student support in a cohort of students succeeding in higher education (2009, background): “…Yorke 1999; Brunsden et al. 2000; Hall 2002; Johnson 2002; Bennett 2003; Cook 2008) and interventions that aim to redress attrition (Tinto 1997; Yorke 2001; Lizzio, Wilson, and Simons 2002; Mangold et al. 2002–03; Wilson 2002; Thomas and Crosling 2007; Parry et al. 2007; STAR Projects 2008;…”