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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.

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What counts as a claim ›How we measure confidence ›How we check this ›

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

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