Formative Assessment: Revisiting the Territory
Abstract
(1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84.
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Peer work is valuable because the interchange uses language pupils would naturally use and because pupils learn by taking the roles of teachers and examiners of others.
“Peer work is also valuable because the interchange will be in language that pupils themselves would naturally use, and because pupils learn by taking the roles of teachers and examiners of others (Sadler, 1998):”
From Working inside the Black Box: Assessment for Learning in the Classroom (2004) · cites this paper as Sadler, 1998
Not all feedback messages are received and understood as intended, especially when the feedback is vague, misaligned with expectations, or unclear.
“Students do not always receive feedback in the way the teacher has intended (Higgins et al., 2001).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Sadler, 1998
Cites
Assessment and Classroom Learning
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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
Self-citationThe Impact of Classroom Evaluation Practices on Students
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Specifying and Promulgating Achievement Standards
Sadler, D. R. (1987) · Oxford Review of Education · doi:10.1080/0305498870130207 · Cited by 350 · see citing works
Self-citationThe Impact of Evaluation Processes on Students
Natriello, G. (1987) · Educational Psychologist · doi:10.1207/s15326985ep2202_4 · Cited by 260 · see citing works
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Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846 · 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
“In a later discussion (Sadler 1998) that describes the resources that a teacher brings to formative interactions, he points out that:”
BackgroundThe Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · see citing works
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 · see citing works
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138 · see citing works
Self-citationFrom monologue to dialogue: Improving written feedback processes in mass higher education.
Nicol, D. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602931003786559 · Cited by 1,060 · see citing works
ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS
Taras, M. (2005) · British Journal of Educational Studies · doi:10.1111/j.1467-8527.2005.00307.x · Cited by 727 · see citing works
Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12375 · Cited by 532 · 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
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389 · see citing works
Formative assessment and feedback for learning in higher education: A systematic review
Morris, R., Perry, T., & Wardle, L. (2021) · Review of Education · doi:10.1002/rev3.3292 · Cited by 358 · see citing works
Formative assessment: a key to deep learning?
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Formative assessment and feedback: Making learning visible
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Does student engagement in self-assessment calibrate their judgement over time?
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Secondary school students’ conceptions of assessment and feedback
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Student perceptions of classroom feedback
Gamlem, S. M., & Smith, K. (2013) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2012.749212 · Cited by 184 · see citing works
Transforming holistic assessment and grading into a vehicle for complex learning
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Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment
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Chong, D. Y. K., Tam, B., Yau, S. Y., & Wong, A. Y. L. (2020) · BMC Medical Education · doi:10.1186/s12909-020-02163-9 · Cited by 24 · see citing works
Including Learning Analytics in the Loop of Self-Paced Online Course Learning Design
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- Authors
- Sadler, D. R.
- Affiliations
- Griffith University (AU)
- Corresponding author
- Sadler, D. Royce
- ORCID
- Sadler, D. Royce
- Venue
- Assessment in Education: Principles, Policy & Practice
- Publisher
- Informa UK Limited
- Published
- 1998-03
- Volume
- 5
- Issue
- 1
- Pages
- 77-84
- ISSN
- 0969-594X (ISSN-L)
- 1465-329X
- OpenAlex
- W2098712710
- Cited by
- 1,107
- References
- 5
- Citations by year
- 2026: 13 · 2025: 17 · 2024: 32 · 2023: 49 · 2022: 51 · 2021: 53 · 2020: 51 · 2019: 71 · 2018: 54 · 2017: 62 · 2016: 54 · 2015: 82 · 2014: 78 · 2013: 74 · 2012: 65
- FWCI
- 36.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment in Education Principles Policy and Practice (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 Pedagogy
- Keywords
- formative assessment, assessment for learning, classroom assessment
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