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What is assessment for learning
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“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
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“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
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“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
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“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
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“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.
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- Bloom, 1984, The search for methods of instruction as effective as one-to-one tutoring, Educational Leadership, 41, 4
- Brookhart, 2007, Expanding views about formative classroom assessment: A review of the literature, 43
- Dempster, 1992, Using tests to promote learning: A neglected classroom resource, Journal of Research and Development in Education, 25, 213
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- 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 Unpublished Master of Science thesis, Vanderbilt University.
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Metadata
- 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)
- 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
- green
- discovery.ucl.ac.uk
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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