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Cited by 1,282Student Assessment and FeedbackEducational and Psychological AssessmentsEvaluation of Teaching Practices

What is assessment for learning

Open access
Wiliam, Dylan·2011·Studies in Educational Evaluation
DOI 10.1016/j.stueduc.2011.03.001
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61 of 61 references verified0 citation errors · 0 not checkable

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  • Teachers have limited capacity and skills to engage in high quality assessment practices that move learning forward.

    “Extant literature has demonstrated that teachers have limited capacity and skills to engage in high quality assessment practices that move learning forward.”

    From Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning (2023) · cites this paper as Wiliam, 2011

    In “Reviews of Research on Assessment and Classroom Learning” (page not provided), the paper reports that assessment was neglected in teacher education and that school practices fell far short of effective-assessment ideals. Its Conclusion (page not provided) says assessment practices often limited learning. These passages support a shortfall in practice, but do not directly establish that teachers have limited capacity or skills. (LLM, conf=0.83)

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  • Educational assessment is not solely a matter of gauging what a student has and has not learnt.

    “This relates to the idea that educational assessment is not solely a matter of gauging what a student has (and has not) learnt (Wiliam, 2011).”

    From Assessment in the age of artificial intelligence (2022) · cites this paper as Wiliam, 2011

  • Effective feedback pinpoints gaps and errors, and offers explanations about what students should do to improve.

    “Effective feedback pinpoints gaps and errors, and offers explanations about what students should do to improve (Wiliam, 2011).”

    From Assigning AI: Seven Approaches for Students, with Prompts (2023) · cites this paper as Wiliam, 2011

  • To be effective, feedback should be timely and goal-oriented, helping students achieve their objectives.

    “To be effective, that feedback should be timely and goal-oriented, helping students achieve their objectives.”

    From Assigning AI: Seven Approaches for Students, with Prompts (2023) · cites this paper as Wiliam, 2011

  • Most of the recurring foci grouped around techniques associated with assessment for learning.

    “Most of the recurring foci grouped around techniques associated with assessment for learning (Wiliam 2011)”

    From Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us? (2017) · cites this paper as Wiliam 2011

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4 of the 65 references couldn’t be matched to a known paper.

Research works printed but not linked: 9

  1. [12]12. Bloom, B. S. (1984a). The search for methods of instruction as effective as one-to-one tutoring. Educational Leadership, 41(8), 4-17.
  2. [16]16. Broadfoot, P. M., Daugherty, R., Gardner, J., Gipps, C. V., Harlen, W., James, M., & Stobart, G. (1999). Assessment for learning: beyond the black box. Cambridge, UK: University of Cambridge School of Education.
  3. [25]25. Dempster, F. N. (1992). Using tests to promote learning: a neglected classroom resource. Journal of Research and Development in Education, 25(4), 213-217.
  4. [35]35. James, M. (1992, April) Assessment for learning. Paper presented at the Annual Conference of the Association for Supervision and Curriculum Development (Assembly session on 'Critique of Reforms in Assessment and Testing in Britain') held at New Orleans, LA.
  5. [36]36. Kahl, S. (2005, 21 September). Where in the world are formative tests? Right under your nose! Education Week, 25(4), 11.
  6. [40]40. Looney, J. (Ed.). (2005). Formative assessment: improving learning in secondary classrooms. Paris, France: Organisation for Economic Cooperation and Development.
  7. [42]42. Mitchell, R. (1992). Testing for learning. New York USA: Free Press Macmillan.
  8. [44]44. Nyquist, J. B. (2003). The benefits of reconstruing feedback as a larger system of formative assessment: a meta-analysis. Unpublished Master of Science thesis, Vanderbilt University.
  9. [64]64. Mahwah, NJ: Lawrence Erlbaum Associates. Acknowledgement Figure 1, which was first published in Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: minute-by-minute and day-by-day. Educational Leadership, 63(3), 18-24, is used with permission of the Educational Testing Service.

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Authors
Wiliam, D.
Affiliations
University of London (GB)
Corresponding author
Wiliam, Dylan
ORCID
Wiliam, Dylan
Venue
Studies in Educational Evaluation
Publisher
Elsevier BV
Published
2011-03
Volume
37
Issue
1
Pages
3-14
ISSN
0191-491X (ISSN-L)
DOI
10.1016/j.stueduc.2011.03.001
OpenAlex
W1977995727
Semantic Scholar
89b9babf1f0e542e6d9c11d9bc0bbb967f78476c
Cited by
1,282
References
65
Citations by year
2026: 77 · 2025: 77 · 2024: 117 · 2023: 136 · 2022: 123 · 2021: 165 · 2020: 91 · 2019: 86 · 2018: 84 · 2017: 67 · 2016: 75 · 2015: 71 · 2014: 57 · 2013: 36 · 2012: 16
FWCI
172.41
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Studies In Educational Evaluation (publishedVersion)
  • IOE EPrints (submittedVersion)
  • UCL Discovery (University College London) (submittedVersion)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
assessment for learning, formative assessment, feedback, personalized learning, Benjamin Bloom, instructional decision-making, evidence-based teaching, teaching practice

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