Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications

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Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Practices of this kind were initially conceptualized by Vygotsky (1978) as the zone of proximal development (ZPD), and later expanded upon by Bloom (1968) through the mastery learning framework (see Bloom, 1968; Guskey, 2005, for further elaboration of mastery learning).”