Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
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?
Self-assessment practice provides useful criteria that helps students improve their learning and gives helpful information to the tutor as means of feedback, so that her teaching could be shaped to the student.
“this self-assessment practice would not only provide useful criteria that helps students improve their learning, but it would also give helpful information to the tutor as means of feedback, so that her teaching could be shaped to the student (Yorke, 2003).”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Yorke, 2003
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835 · see citing works
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745 · see citing works
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1× · see citing works
“One likely candidate for reduction is formal lecturing, which is not a particularly effective method for enhancing student learning (Bligh 1998) – and some aspects of which can be covered through greater exploitation of the rapidly-developing communications technology.”
MethodNicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846 · see citing works
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 · see citing works
The Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · see citing works
The Case for Authentic Assessment
Wiggins, G. (1990) · University of Massachusetts Amherst · doi:10.7275/ffb1-mm19 · Cited by 493 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846 · see citing works
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,414 · see citing works
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143 · see citing works
Differing perceptions in the feedback process
Carless, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572132 · Cited by 1,102 · see citing works
Gopal, R., Singh, V., & Aggarwal, A. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10523-1 · Cited by 618 · see citing works
Feedback: Focusing attention on engagement
Price, M., Handley, K., & Millar, J. (2011) · Studies in Higher Education · doi:10.1080/03075079.2010.483513 · Cited by 442 · see citing works
Reconceptualising assessment feedback: A key to improving student learning?
Beaumont, C., O’Doherty, M., & Shannon, L. (2011) · Studies in Higher Education · doi:10.1080/03075071003731135 · Cited by 291 · see citing works
An inventory of peer assessment diversity
Gielen, S., Dochy, F., & Onghena, P. (2011) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903221444 · Cited by 160 · see citing works
The impact of formative feedback on the development of academic writing
Wingate, U. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903512909 · Cited by 143 · see citing works
Xu, Y., & Carless, D. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1226759 · Cited by 140 · see citing works
Watling, C. J., & Lingard, L. (2012) · Advances in Health Sciences Education · doi:10.1007/s10459-010-9223-x · Cited by 139 · see citing works
Blended e-assessment: Migrating classical exams to the digital world
Llamas-Nistal, M., Fernández-Iglesias, M. J., González-Tato, J., & Mikic-Fonte, F. A. (2013) · Computers & Education · doi:10.1016/j.compedu.2012.10.021 · Cited by 125 · see citing works
DeepLMS: a deep learning predictive model for supporting online learning in the Covid-19 era
Dias, S. B., Hadjileontiadou, S. J., Diniz, J., & Hadjileontiadis, L. J. (2020) · Scientific Reports · doi:10.1038/s41598-020-76740-9 · Cited by 115 · see citing works
Dijksterhuis, M. G. K., Schuwirth, L. W. T., Braat, D. D. M., Teunissen, P. W., & Scheele, F. (2013) · Medical Teacher · doi:10.3109/0142159x.2012.756576 · Cited by 79 · see citing works
Greenberg, K. P. (2015) · Teaching of Psychology · doi:10.1177/0098628315587618 · Cited by 68 · see citing works
Cheng, K.-H., Hou, H.-T., & Wu, S.-Y. (2014) · Interactive Learning Environments · doi:10.1080/10494820.2011.649766 · Cited by 52 · see citing works
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7 · see citing works
- Authors
- Yorke, M.
- Affiliations
- Liverpool John Moores University (GB)
- Corresponding author
- Yorke, Mantz
- Venue
- Higher Education
- Published
- 2003-06
- Volume
- 45
- Issue
- 4
- Pages
- 477-501
- ISSN
- 0018-1560 (ISSN-L)
- 1573-174X
- OpenAlex
- W1526538092
- Cited by
- 973
- References
- 8
- Citations by year
- 2026: 37 · 2025: 26 · 2024: 30 · 2023: 27 · 2022: 39 · 2021: 44 · 2020: 55 · 2019: 76 · 2018: 35 · 2017: 53 · 2016: 60 · 2015: 69 · 2014: 61 · 2013: 73 · 2012: 64
- FWCI
- 58.01
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- formative assessment, university teaching, disciplinary epistemology, intellectual development, moral development, feedback, student learning, pedagogic 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
