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
Open accessOverview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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.
In the citing paper
“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.
In the citing paper
“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
The cited source says what the claim attributes to it.
In the citing paper
“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
The cited source says what the claim attributes to it.
In the citing paper
“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
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Self-citation(1999) · Cited by 6,308
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Educational Psychology: A Cognitive View
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1968) · Medical Entomology and Zoology · Cited by 5,203
Cybernetics or Control and Communication in the Animal and the Machine
Wiener, N. (2019) · The MIT Press eBooks · doi:10.7551/mitpress/11810.001.0001 · Cited by 5,085
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Self-citationPreparing teachers for a changing world: what teachers should learn and be able to do
(2005) · Choice Reviews Online · doi:10.5860/choice.43-1083 · Cited by 3,755
Research works printed but not linked: 6
- 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
- Kahl, 2005, Where in the world are formative tests? Right under your nose!, Education Week, 25, 11
- Köller, 2005, Formative assessment in classrooms: A review of the empirical German literature, 265
- 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.
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?
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.9 · Cited by 1,806
Baidoo-Anu, D., & Owusu Ansah, L. (2023) · doi:10.2139/ssrn.4337484 · Cited by 3,004
“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
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
The use of scoring rubrics for formative assessment purposes revisited: A review
Panadero, E., & Jonsson, A. (2013) · Educational Research Review · doi:10.1016/j.edurev.2013.01.002 · Cited by 839
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 ›
Are you an author, or do you see a problem with this page? Request a review
