The DOI matches its Crossref record; 61 of the 65 references it cites were found in a registry or an index.
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
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
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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
The cited source says what the claim attributes to it.
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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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Citations
Cites
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“The justification for each of the components of the definition can be found in Black and Wiliam (2009) and Wiliam (2010), and explorations of how formative assessment relates to other theoretical perspectives on teaching and learning can be found in Black and Wiliam (2004, 2011) and Wiliam (2007).”
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Flagged first, then by citations
4 of the 65 references couldn’t be matched to a known paper.
Research works printed but not linked: 6
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Cited by
Sorted by citations
BAİDOO-ANU, D., & OWUSU ANSAH, L. (2023) · Journal of AI · doi:10.61969/jai.1337500 · Cited by 3,939
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
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“In lieu of this, educators have consistently called on teachers to develop capacity to engage students in high-quality assessment practices (Earl, 2012; Wiliam, 2011; Willis, Adie, & Klenowski, 2013).”
BackgroundMaking Sense of Assessment Feedback in Higher Education
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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
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