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Assessment and Classroom Learning
ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students
Inside the Black Box: Raising Standards through Classroom Assessment
Formative assessment is an essential component of classroom work and can raise student achievement.
Developing the theory of formative assessment
Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale,
Assessment for Learning- putting it into practice
The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students’ test scores. The significant
Working inside the Black Box: Assessment for Learning in the Classroom
'Inside the Black Box' (Phi Delta Kappan, October 1998) summarized research evidence that showed that improving the quality of teachers' day-to-day classroom assessment could have substantial impact
Testing: Friend or Foe?: Theory and Practice of Assessment and Testing
Owing to daily work pressures and concerns, many teachers have little opportunity for considering and furthering their understanding of different issues surrounding assessment. Written in a
'In praise of educational research': formative assessment
The authors trace the development of the King's Formative Assessment Programme from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present
Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?
The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An
Teachers developing assessment for learning: impact on student achievement
While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to