Formative assessment and feedback: Making learning visible
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Several studies found that goal setting can promote the use of DBDM or AfL.
“Several studies found that goal setting can promote the use of DBDM or AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Havnes, Smith, Dysthe, & Ludvigsen, 2012
Several studies pointed to the importance of involving students in AfL.
“Several studies pointed to the importance of involving students in AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Havnes et al., 2012
Students appreciated involvement in their own learning.
“According to Havnes et al. (2012), students appreciated such involvement in their own learning.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Havnes et al. (2012)
Conceptions of feedback are partially task general and are also influenced by the assessment culture where learning happens.
“While conceptions of feedback are partially task general, they are also influenced by the assessment culture where learning happens.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Havnes et al., 2012
Students accustomed to receiving feedback with grades and without opportunities to revise tended to view receiving feedback as useless.
“For example, students accustomed to receiving feedback with grades and without opportunities to revise tended to view receiving feedback as useless (Havnes et al., 2012).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Havnes et al., 2012
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · cited 3× · see citing works
“…in Educational Evaluation jo ur n al ho mep ag e: www .e lsev ier . c om / s t u ed u c Feedback is seen as a primary component in formative assessment and one of the factors that have the strongest influence on learning (Black & Wiliam, 1998; Crooks, 1988; Hattie & Timperley, 2007; Hattie, 2009).”
BackgroundAssessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2× · see citing works
“…in Educational Evaluation jo ur n al ho mep ag e: www .e lsev ier . c om / s t u ed u c Feedback is seen as a primary component in formative assessment and one of the factors that have the strongest influence on learning (Black & Wiliam, 1998; Crooks, 1988; Hattie & Timperley, 2007; Hattie, 2009).”
BackgroundToward a definition of mixed methods research
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007) · Journal of Mixed Methods Research · doi:10.1177/1558689806298224 · Cited by 6,464 · see citing works
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Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285 · see citing works
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · cited 3× · see citing works
“The timing of the feedback seems to be of importance (Black & Wiliams, 2009), and by integrating feedback more into instruction in general, it becomes more useful for the students as it relates to what they are doing at the moment.”
Background(2003) · Cited by 1,586 · see citing works
Sustainable Assessment: Rethinking assessment for the learning society
Boud, D. (2000) · Studies in Continuing Education · doi:10.1080/713695728 · Cited by 1,545 · see citing works
The Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369 · see citing works
What is assessment for learning
Wiliam, D. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.03.001 · Cited by 1,282 · see citing works
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138 · see citing works
Formative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107 · see citing works
Rethinking Assessment in Higher Education: Learning for the Longer Term
(2007) · doi:10.4324/9780203964309 · Cited by 1,049 · see citing works
Micheletta, S. (2013) · Form re - Open Journal per la formazione in rete · doi:10.13128/formare-13251 · Cited by 1,009 · see citing works
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(2008) · Cited by 536 · see citing works
Specifying and Promulgating Achievement Standards
Sadler, D. R. (1987) · Oxford Review of Education · doi:10.1080/0305498870130207 · Cited by 350 · see citing works
Informal formative assessment: The role of instructional dialogues in assessing students’ learning
Ruiz‐Primo, M. A. (2011) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2011.04.003 · Cited by 239 · see citing works
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
Crisp, B. R. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930601116912 · Cited by 216 · see citing works
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Characterising programme‐level assessment environments that support learning
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Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884 · see citing works
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research
Van der Kleij, F. M., & Lipnevich, A. A. (2021) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-020-09331-x · Cited by 189 · see citing works
Rotsaert, T., Panadero, E., & Schellens, T. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0339-8 · Cited by 126 · see citing works
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71 · see citing works
The effect of feedback on metacognition-a randomized experiment using polling technology
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103885 · Cited by 68 · see citing works
Perikos, I., Grivokostopoulou, F., & Hatzilygeroudis, I. (2017) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-017-0139-y · Cited by 44 · see citing works
Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis
Golzar, J., Momenzadeh, S. E., & Miri, M. A. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2107297 · Cited by 17 · see citing works
- Authors
- Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K.
- Affiliations
- OsloMet – Oslo Metropolitan University (NO)
- University of Bergen (NO)
- Corresponding author
- Havnes, Anton
- Venue
- Studies in Educational Evaluation
- Publisher
- Elsevier BV
- Published
- 2012-03
- Volume
- 38
- Issue
- 1
- Pages
- 21-27
- ISSN
- 0191-491X (ISSN-L)
- OpenAlex
- W2004352033
- Cited by
- 276
- References
- 22
- Citations by year
- 2026: 12 · 2025: 12 · 2024: 18 · 2023: 27 · 2022: 27 · 2021: 39 · 2020: 29 · 2019: 28 · 2018: 21 · 2017: 14 · 2016: 19 · 2015: 14 · 2014: 13 · 2013: 3
- FWCI
- 46.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies In Educational Evaluation (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- formative assessment, feedback practices, upper secondary school, vocational education, student perceptions, teacher perceptions, gender differences, core subjects, English language, Norwegian language, mathematics
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