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Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

Yorke, Mantz·2003·Higher Education

DOI 10.1023/a:1023967026413

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Authors: Yorke, M.
Affiliations: Liverpool John Moores University (GB)
Corresponding author: Yorke, Mantz
Venue: Higher Education
Publisher: Springer Science and Business Media LLC
Published: 2003-06
Volume: 45
Issue: 4
Pages: 477-501
ISSN: 0018-1560 (ISSN-L)
1573-174X
DOI: 10.1023/a:1023967026413
OpenAlex: W1526538092
Cited by: 973
References: 146
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: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
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

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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.

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Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

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