The DOI matches its Crossref record, with a small difference in title or year; 4 of the 4 references it cites were found in a registry or an index.
An exploration of teachers' narratives: what are the facilitators and constraints which promote or inhibit ‘good’ formative assessment practices in schools?
Abstract
This paper set out to explore teachers' narratives in order to understand some of the facilitators and constraints which promote or inhibit good formative assessment practices in schools. A ‘responsive interview’ approach was used to probe a small sample of lower and middle school teachers' perceptions of formative assessment. Qualitative thematic analysis of data identified four key themes which had important implications for pedagogical practice. These were: prescription and ownership; accountability; school context, culture and collaboration; and leadership and management. Evidence from this study suggests that, while teachers may recognise the value of formative assessment in promoting learning, conflicts and tensions between government policies and school practices may inhibit its effectiveness.
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Citations
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 3×
“Using formative assessment practices such as ‘wait time’ when answering questions, peer/self-assessment and using mistakes to inform learning have been found to be highly effective (Black 1998; Black and Wiliam 1998a, 1998b; Dweck 2000; Black et al. 2005). These ideas have been developed for use in the field by Clarke…”
BackgroundMethodInside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Working inside the Black Box: Assessment for Learning in the Classroom
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004) · Phi Delta Kappan · doi:10.1177/003172170408600105 · Cited by 1,323 · cited 2×
“However, the same research has found that these practices are not always translated into pedagogical practice (Black et al. 2002).”
BackgroundTeachers 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 · cited 2×
“It has been referred to as ‘classroom assessment’ (Black andWiliam 1998a), ‘formative assessment’ (Torrance and Pryor 1998) as well as ‘assessment for learning’ (AfL) (Wiliam et al. 2004).”
Background
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Cited by
Sorted by citations
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
Metadata
- Authors
- Sach, E.
- Affiliations
- University of Bedfordshire (GB)
- Corresponding author
- Sach, Elizabeth
- Venue
- Education 3-13
- Publisher
- Informa UK Limited
- Published
- 2013-07-02
- Volume
- 43
- Issue
- 3
- Pages
- 322-335
- ISSN
- 0300-4279 (ISSN-L)
- 1475-7575
- OpenAlex
- W1986873900
- Cited by
- 27
- References
- 4
- Citations by year
- 2025: 3 · 2024: 2 · 2023: 2 · 2022: 2 · 2021: 6 · 2020: 2 · 2019: 2 · 2018: 4 · 2017: 2 · 2016: 1 · 2015: 1
- FWCI
- 3.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education 3-13 (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- formative assessment, teacher perceptions, teacher narratives, school accountability, school culture, teacher collaboration, educational leadership, school management, public policy, teaching practice
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