The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
‘In praise of educational research’: formative assessment
Open accessAbstract
Abstract The authors trace the development of the King's Formative Assessment Programme from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. In doing so, they discuss the practical issues involved in reviewing research and outline the strategies that were used to try to communicate the findings to as wide an audience as possible (including policy‐makers and practitioners as well as academics). They describe how they worked with teachers to develop formative practice in classrooms, and discuss the impact that this work has had on practice and policy. Finally, they speculate about some of the reasons for this impact, and make suggestions for how the impact of educational research on policy and practice might be improved.
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Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 4×
“(p.16 in Black & Wiliam, 1998b) We had chosen to work with Oxfordshire and Medway because we knew that their officers were interested in formative assessment and would be able to support our work locally.”
BackgroundMethodInfluentialSelf-citationInside 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-citationThe Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369
The instructional effect of feedback in test-like events.
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991) · Review of Educational Research · doi:10.3102/00346543061002213 · Cited by 1,313
Teachers developing assessment for learning: impact on student achievement
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594042000208994 · Cited by 664
Self-citationNuthall, G., & Alton-Lee, A. (1995) · American Educational Research Journal · doi:10.3102/00028312032001185 · Cited by 94
Cited by
Formative assessment: a critical review
Bennett, R. E. (2011) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2010.513678 · Cited by 1,498
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
Teachers developing assessment for learning: impact on student achievement
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594042000208994 · Cited by 664
Self-citationFormative assessment – an optimistic but incomplete vision
Black, P. (2015) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2014.999643 · Cited by 187
Self-citationJones, S., Myhill, D., & Bailey, T. (2013) · Reading and Writing · doi:10.1007/s11145-012-9416-1 · Cited by 148
“Understanding “how teachers take on research, adapt it, and make it their own” (Black & Wiliam 2003, 633), is both more important and more challenging than simplistic notions of ‘what works’.”
Metadata
- Authors
- Black, P., & Wiliam, D.
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2003-10
- Volume
- 29
- Issue
- 5
- Pages
- 623-637
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W1995595894
- Cited by
- 466
- References
- 6
- FWCI
- 59.94
- Type
- journal article
- Language
- en
- Open access
- bronze
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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