The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index; none of the 20 sources its claims cite is checked for support yet.
Working inside the Black Box: Assessment for Learning in the Classroom
Open accessAbstract
'Inside the Black Box' (Phi Delta Kappan, October 1998) summarized research evidence that showed that improving the quality of teachers' day-to-day classroom assessment could have substantial impact on students' learning. Here we report on one study that has attempted to put this into practice with 24 secondary school mathematics and science teachers in England. Through the use of improved questioning techniques, feedback focusing on how to improve rather than grading, and involving students in peer-assessment and self-assessment, teachers found that the motivation and attitudes of their students improved, and the students achieved higher scores on externally set tests and examinations than other students at the same schools.
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61 Own interpretation · 23 No basis given · 14 No full text of the sources · 5 Own result · 3 Not checked yet · 1 Sources not found · 1 Own method
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For the nineteen teachers on whom we had reliable data, the average effect size was around 0.3.”
plain- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: The control classes and input ability measures adequately control for pre-existing differences, so the measured effect sizes reflect the project's impact.
- Rests on an assumption: The varied output measures used by teachers validly measure learning gains relevant to the project.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The pupils also became much more aware of when they were learning, and when they were not.”
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“The teachers also shift in their role, from presenters of content to leaders of an exploration and development of ideas in which all pupils are involved.”
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Observations made in several English classrooms saw children engaged in peer assessment apply lessons learned during this activity to their own work.”
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These results often surprise teachers, but those who have abandoned the giving of marks find that their experience confirms the findings: pupils do engage more productively in improving their work.”
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In the KMOFAP classrooms, as the teachers came to listen more attentively to the pupils' responses, they began to appreciate more fully that learning was not a process of passive reception of knowledge, but one in which the learners were active in creating their own understandings.”
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Changes with the KMOFAP teachers came slowly and steadily, as experience developed and confidence grew in the use of the various strategies for enriching feedback and interaction.”
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In the paper
“The effect of the innovations implemented by our teachers was to change the 'classroom contract' between the teacher and the pupil-the rules, usually implicit, that govern the behaviours that are expected and seen as legitimate by teachers and pupils.”
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The first was that the assessment methods that teachers use are not effective in promoting good learning.”
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None of the sources cited for this claim have been checked yet.
In the paper
“Many teachers do not plan and conduct classroom dialogue in ways that might help pupils to learn.”
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- Probably not a substantial claim. 50
- It may state two separate claims as one. 42
- The quote only partly states this claim. 1
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Whilst this has amply confirmed the original proposals, it has also added a wealth of new findings which are both practical and authentic.”
boosted- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This is equivalent to just under half of a level at key stage 2, just over half a level at key stage 3, and just over half a grade at GCSE.”
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Pupils came to understand what counted as good work through exemplification.Sometimes this was done through focused whole-class discussion around a particular example; at others it was achieved through pupils using criteria to assess the work of their peers.”
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“teachers learnt more about the pre-knowledge of their pupils, and about any gaps and mis-conceptions in that knowledge, so that their next moves could address the learners' real needs.”
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Initial fears about how pupils might react turned out to be unjustified, and neither parents nor OFSTED inspectors have reacted adversely.”
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Where such changes have been made, experience has shown that pupils become more active as participants, and come to realise that learning may depend less on their capacity to spot the right answer and more on their readiness to express and discuss their own understanding.”
hedgeddirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Despite these differences, experience has shown that the generic skills that have been developed do apply across subjects.”
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
- Rests on an assumption: The experiences and reports from the KMOFAP project teachers are representative enough to support general conclusions about classroom practice.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Increasing the wait time can lead to more pupils being involved in question and answer discussions, and to an increase in the length of their replies.”
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Those that are the most successful are those rich tasks which provide pupils with an opportunity either to extend their understanding of a concept within the text or to 'scaffold' their ideas before writing.Characteristically these include small group and pair work, the reflections often being fed back into a whole class discussion.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the schools in the KMOFAP project have, following the experience of their science and mathematics teachers, modified their policies to allow comment only marking; for two of these the modification was that no marks or grades be given on homework throughout the school.”
plaindirect- Asserted: passes — The authors put it forward as true.
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What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings presented here are based on the observations and records of visits to classrooms by the King's team, records of meetings of the whole group of teachers, interviews with and writing by the teachers themselves, and a few discussions with pupil groups.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
- Rests on an assumption: Teachers' self-reports, written pieces, and project observations reliably reflect classroom practice and its effects.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All of this makes us confident that our general findings will be of value to all, although some important details may differ between different age groups and different subjects.”
hedged- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The contexts of the KMOFAP project are sufficiently similar to other subjects, phases, and schools for its general findings to apply to all.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Here again, the published evidence gave a clear and positive answer, presenting a detailed picture which identified three main problems.”
boosted- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is, however, more involved because comments only become useful feedback if pupils use them to guide further work, so new procedures are needed:”
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This linkage can help in the development of the skills and the detachment needed for effective self-assessment.”
plainconditionalSingle case- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“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):”
What the sources say
- Not checked — no full text of the sourcecites Sadler, 1998 source
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The better the quality of the task the better the quality of the interventions.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The aftermath of tests can also be an occasion for formative work.”
plainSingle case- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the same time it can enhance pupils' skills and strategies for effective learning.”
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, after a while it became clear that these generic strategies could go only so far.”
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one. The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Pupils' reflection about their understanding can also be used to inform future teachingtheir feedback can indicate where more time needs to be spent on some topics and where it can be saved on others.”
plainconditionalSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“Research experiments have established that, whilst pupils' learning can be advanced by feedback through comments, the giving of marks-or grades-has a negative effect in that pupils ignore comments when marks are also given (Butler, 1988).”
What the sources say
- Not checked — no full text of the sourcecites Butler, 1988 source
boosteddirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indeed, the provision of comments to pupils helps parents to focus on the learning issues rather than on trying to interpret a mark or grade.”
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition to this advantage, peer-assessment is also valuable in placing the work in the hands of the pupils.The teacher can be free to observe and reflect on what is happening and to frame helpful interventions:”
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The last sentence of this quotation brings out an important point-when pupils do not understand an explanation, they are likely to interrupt a fellow pupil when they would not interrupt a teacher.”
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“Differences between learning tasks can be understood in terms of a spectrum.At one end are 'closed' tasks with a single well defined outcome, at the other are 'open' tasks with a wide range of acceptable outcomes.”
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The main point here is that peer and self-assessment make unique contributions to the development of pupils' learning-they secure aims that cannot be achieved in any other way.”
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The practices of self and peer-assessment can be applied to help pupils prepare for examinations, for example in tackling the following problem:”
plainconditional- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Choosing a good question requires a detailed knowledge of the subject, but this is not the knowledge that is gained from advanced study in a subject.”
- Also stated in: § EMBARGOED UNTIL JULY 2 nd © Please do not copy or circulate · plain
“A high level of subject qualification is less important than a thorough understanding of the fundamental principles of the subject, an understanding of the kinds of difficulties that pupils might have, and the creativity to think up questions which can stimulate productive thinking.”
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Also stated in: § EMBARGOED UNTIL JULY 2 nd © Please do not copy or circulate · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For such peer-group work to succeed, many pupils will need guidance about how to behave in groups, e.g. in listening to one another and taking turns.”
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Preparation of test questions calls for, and so develops, an overview of the topic:”
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In more open exercises, as in investigations of the application of mathematical thinking to everyday problems, there may be a variety of good solutions; then an understanding of the criteria of quality is harder to achieve and may require an iteration in discussion between examples and the abstract criteria which they exemplify.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These traffic lights then form the basis of a revision plan.”
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Implementation of such reforms can change the attitudes of both teachers and pupils to written work: the assessment of pupils' work will be seen less as a competitive and summative judgement and more as a distinctive step in the process of learning”
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“We had, after all, stressed that feedback functioned formatively only if the information fed back to the learner was EMBARGOED UNTIL JULY 2 nd © Please do not copy or circulate used by the learner in improving performance.”
plainconditional- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Engaging in peer-and self-assessment is much more than just checking for errors or weaknesses.It involves making explicit what is normally implicit, and thus requires the pupils to be active in their learning.”
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“A second important function of peer-and self-assessment was brought out by Sadler (1989), who argued that criteria alone are unhelpful in judging the quality of a piece of work or in guiding progression because there will always be too many variables.The key lies in knowing how to interpret the criteria in any particular case-which involves 'guild knowledge'.”
What the sources say
- Not checked — no full text of the sourcecites Sadler (1989) source
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“they can all be used for tests where teachers have control over the setting and the marking, but their application may be more limited for tests where the teacher has little or no control.”
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Pupils told that feedback ' …will help you to learn' learn more than those told that 'how you do tells us how smart you are and what grades you'll get'; the difference is greatest for low attainers (Newman & Schwager, 1995).”
What the sources say
- Not checked — no full text of the sourcecites Newman & Schwager, 1995 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“A comprehensive review of research studies of feedback showed that feedback improved performance in 60% of them.In the cases where it was not helpful, the feedback turned out to be merely a judgment or grading with no indication of how to improve (Kluger & DeNisi, 1996).”
What the sources say
- Not checked — no full text of the sourcecites Kluger & DeNisi, 1996 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The key to effective learning is to then find ways to help pupils restructure their knowledge to build in new and more powerful ideas.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, although the general principles of formative assessment apply across all subjects, the ways in which they manifest themselves in different subjects may differ.We have encountered such differences in making comparisons between teachers of mathematics, science, and English.”
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The experiences and reports from the KMOFAP project teachers are representative enough to support general conclusions about classroom practice.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Insofar as they do so they begin to develop an overview of that work so that it becomes possible for them to manage and control it for themselves: in other words, they are developing the capacity to work at a meta-cognitive level.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Those given feedback as marks are likely to see it as a way to compare themselves with others (ego-involvement), those given only comments see it as helping them to improve (task-involvement): the latter group out-perform the former (Butler, 1987).”
What the sources say
- Not checked — no full text of the sourcecites Butler, 1987 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Put simply, it became clear that, no matter what the pressure to achieve good test and examination scores, learning cannot be done for the pupil; it has to be done by the pupil.”
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The central point here is that, to be effective, feedback should cause thinking to take place.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, self-assessment will only happen if teachers help their pupils, particularly the low-attainers, to develop the skill.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“In a competitive system, low attainers attribute their performance to lack of 'ability', high attainers to their effort; in a task oriented system, all attribute to effort, and learning is improved, particularly amongst low attainers (Craven et al. 1991).”
What the sources say
- Not checked — no full text of the sourcecites Craven et al. 1991 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Teachers acquire this through assessing pupils' work and it is this process which allows them to differentiate between grades and gain a sense of how progression is achieved.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, in varying measure, the guidance needed for these two types of learning work will be needed in all subjects.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, it is unrealistic to expect teachers and pupils' to practice such separation, so the challenge is to achieve a more positive relationship between the two.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A numerical mark does not tell pupil how to improve their work, so an opportunity to enhance their learning has been lost.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The point of this is to stimulate the pupils to reflect on where they feel their learning is secure, which they mark green, and where they need to concentrate their efforts, in amber and red.”
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“It can focus pupils' attention on their 'ability' rather than on the importance of effort, damaging the self-esteem of low attainers and leading to problems of 'learned helplessness' (Dweck 1986).”
What the sources say
- Not checked — no full text of the sourcecites Dweck 1986 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Again peer-and self-assessment are intimately linked.”
plaincorrelationalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By active involvement in the test process, pupils can see that they can be beneficiaries rather than victims of testing, because tests can help them improve their learning.”
plainconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“what the teachers needed was to be able to give their pupils feedback that they knew in advance was going to be useful.To do that they needed to build up models of how pupils learn.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such activities not only provide pupils with a chance to develop their understanding through talk, they also provide the teacher with the opportunity to give feedback during the course of a lesson through further questioning and guidance.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Peer marking of test papers can be helpful, as with normal written work, and is particularly useful if pupils are required first to formulate a mark scheme, an exercise which focuses attention on criteria of quality relevant to their productions.”
plainconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Many who have tried to develop self-assessment skills have found that the first and most difficult task is to get pupils to think of their work in terms of a set of goals.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Learning is not just a cognitive exercise: it involves the whole person.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Tasks in English are mainly at the open end, e.g. the writing of a poem, but there are closed components e.g. for grammatical or genre conventions.Tasks in (say) mathematics are more often closed, but applications of mathematics to everyday problems can require open-ended evaluations.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such feedback can enhance learning, both directly through the effort that can ensue, and indirectly by supporting the motivation to invest such effort.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In English, peer-and self-assessment have a long history.It follows from the nature of the subject and the open outcome of many of the tasks characteristically set, that they are EMBARGOED UNTIL JULY 2 nd © Please do not copy or circulate central to one of its overall aims-which is to enhance the critical judgement of the pupils.”
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Again this type of work is not uncommon in English, the skill being to make the task sufficiently structured to scaffold learning but not so tightly defined as to limit thinking.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This can take time and practice:”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Policies can actually, or by interpretation, constrain use of formative assessment.A notable example would be a policy that, by demanding that a mark or grade be given on every piece of homework, prevents the serious use of comments.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A second principle is that the learning environment envisaged requires a classroom culture that may well be unfamiliar and disconcerting for both teachers and pupils.”
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Another example would be that a target setting system that required very frequent review would inhibit any change in learning methods which might slow down immediate 'progress' in order to produce medium to long term gains in learning skills.”
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It follows that support, evaluation, and subsequent dissemination of innovation in assessment for learning will only be planned in a coherent way if responsibility for strategic oversight of the development is assigned to a member of the school leadership team.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our experience supports the view that to realise the promise of formative assessment by leaving a few keen individuals to get on with it would be unfair to them, whilst to do it by a policy requiring all staff immediately to change their personal roles and styles in their classrooms would be absurd.”
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
The paper relies on this without support.
The contexts of the KMOFAP project are sufficiently similar to other subjects, phases, and schools for its general findings to apply to all.
“All of this makes us confident that our general findings will be of value to all, although some important details may differ between different age groups and different subjects.”
The paper relies on this without support.
The control classes and input ability measures adequately control for pre-existing differences, so the measured effect sizes reflect the project's impact.
“Where the project and the control classes were not strictly parallel, we controlled for possible differences in EMBARGOED UNTIL JULY 2 nd © Please do not copy or circulate ability by the use of 'input' measures, such as scores on the NFER's Cognitive Abilities Test, or school test scores from the previous year.”
The paper relies on this without support.
The varied output measures used by teachers validly measure learning gains relevant to the project.
“Each teacher decided what was to be the 'output' measure for their class.For year 11 classes this was generally the GCSE grades achieved, and for year 9 classes it was generally the score or level achieved in the national curriculum tests.For other classes, a variety of measures were used including end-of-module-test scores and marks on the school's end-of-year exams.”
The paper relies on this without support.
Teachers' self-reports, written pieces, and project observations reliably reflect classroom practice and its effects.
“The findings presented here are based on the observations and records of visits to classrooms by the King's team, records of meetings of the whole group of teachers, interviews with and writing by the teachers themselves, and a few discussions with pupil groups.”
The paper relies on this without support.
Pupils will only invest effort in a task if they believe they can achieve something.
“Pupils will only invest effort in a task if they believe that they can achieve something.”
The paper relies on this without support.
Many pupils acquire alternative conceptions in science outside school, and these are well documented.
“However, outside school, many pupils acquire different ideas.”
“Many of these 'alternative conceptions' can be anticipated for they have been well documented.”
The paper relies on this without support.
Mere presentation of the correct scientific view is ineffective.
“What has also been documented is that mere presentation of the 'correct' view has been shown to be ineffective.”
The paper relies on this without support.
The experiences and reports from the KMOFAP project teachers are representative enough to support general conclusions about classroom practice.
“Our experiences in the project all point to the need to re-think a teacher's core aimenhancing pupils' learning.”
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 1×
“evidence published in over 250 articles by researchers from several countries.(2) Few initiatives in education have had such a strong body of evidence to support a claim to raise standards.”
BackgroundSelf-citationMotivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
(1999) · Cited by 6,308
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Inside 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-citation(2003) · Cited by 1,586
Self-citationFormative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107
Butler, R. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.4.474 · Cited by 690
BUTLER, R. (1988) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1988.tb00874.x · Cited by 536 · cited 1×
“grades has a negative effect, in that students ignore comments when marks are also given.(5) These results often surprise teachers, but those who have abandoned the giving of marks discover that their experience confirms the findings: students do engage more productively in improving their work.”
Result
Research works printed but not linked: 1
- [1]1. Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education.
Cited by
Sorted by citations
Items 101–200 of 1,321
Failed regulations and school composition: selective admission practices in Chilean primary schools
Carrasco, A., Gutiérrez, G., & Flores, C. (2017) · Journal of Education Policy · doi:10.1080/02680939.2017.1312549 · Cited by 73
Speaking but not listening? Accountable talk in an unaccountable context
Alexander, R. J. (2010) · Literacy · doi:10.1111/j.1741-4369.2010.00562.x · Cited by 80
“The same fate, indeed, has befallen assessment for learning as developed by Black et al. (2002, 2003), and now a shadow of its former self on the DCSF standards website.”
Background(2012) · e_Buah · Cited by 89
The Impact of Identity in K-8 Mathematics Learning and Teaching: Rethinking Equity-Based Practices
Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013) · Cited by 72
Confrey, J., Gianopulos, G., McGowan, W., Shah, M., & Belcher, M. (2017) · ZDM · doi:10.1007/s11858-017-0869-1 · Cited by 72
Chinese university EFL teachers’ beliefs and practices of classroom writing assessment
Lu, W., Lee, I., & Park, M. (2020) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100890 · Cited by 82
From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction
Goertz, M. E., Oláh, L. N., & Riggan, M. (2009) · doi:10.12698/cpre.2009.rr65 · Cited by 69
Mapping the quality of feedback to support students’ learning in lower secondary classrooms
Gamlem, S. M., & Munthe, E. (2013) · Cambridge Journal of Education · doi:10.1080/0305764x.2013.855171 · Cited by 71
Kirton, A., Hallam, S., Peffers, J., Robertson, P., & Stobart, G. (2007) · British Educational Research Journal · doi:10.1080/01411920701434136 · Cited by 66
Data-based decision making for instructional improvement in primary education
Gelderblom, G., Schildkamp, K., Pieters, J., & Ehren, M. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.07.004 · Cited by 74
“Data use can lead to school improvement and better learning outcomes (Black et al., 2004; Carlson et al., 2011; Earl & Katz, 2006; McNaughton et al., 2012; Protheroe, 2001; Schildkamp et al., 2013; Van Geel, Keuning, Visscher, & Fox, 2016; Walsh, 2003; Young, 2006).”
BackgroundTIGHT BUT LOOSE: SCALING UP TEACHER PROFESSIONAL DEVELOPMENT IN DIVERSE CONTEXTS
Wylie, E. C., Goe, L., Leusner, D., Lyon, C. J., Tocic, C., Wylie, E. C., Cleland, D., Gannon, M. N., Ellsworth, J. Z., Heritage, M., et al. (2008) · ETS Research Report Series · doi:10.1002/j.2333-8504.2008.tb02115.x · Cited by 66
“The professional development approach used in this district to support teachers' adoption of minute-to-minute and day-by-day AfL strategies has been shown by research to powerfully increase student learning (Black et al., 2002).”
MethodSelf-citationTeacher Learning of Technology Enhanced Formative Assessment
Feldman, A., & Capobianco, B. M. (2008) · Journal of Science Education and Technology · doi:10.1007/s10956-007-9084-0 · Cited by 65
Srisawasdi, N., & Panjaburee, P. (2015) · Journal of Computers in Education · doi:10.1007/s40692-015-0037-y · Cited by 70
“In classroom practice, formative assessment (FA), i.e., assessment used to inform subsequent learning, is recommended by educational researchers as an instructional strategy, which can have a considerable positive impact on student learning (Black et al. 2002; Falk 2011).”
BackgroundExploring formative e‐assessment: using case stories and design patterns
Daly, C., Pachler, N., Mor, Y., & Mellar, H. G. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602931003650052 · Cited by 64
“In recent years, important work on formative assessment has been carried out in the UK, largely within the school sector (Black and Wiliam 1998; Black et al. 2002).”
BackgroundFalk, A. (2011) · Science Education · doi:10.1002/sce.20473 · Cited by 73
Scaling Up Assessment for Learning: Progress and Prospects
Carless, D. R. (2016) · The enabling power of assessment · doi:10.1007/978-981-10-3045-1_1 · Cited by 66
“…for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning (Black et al., 2004, p. 10) In relation to the school sector, the King’s College London group led by Black and Wiliam did much to promote and…”
BackgroundSearching for stages of teacher’s skills in assessment
Christoforidou, M., Kyriakides, L., Antoniou, P., & Creemers, B. P. M. (2014) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.11.006 · Cited by 60
Creating confident, motivated teachers of physical education in primary schools
Petrie, K. (2010) · European Physical Education Review · doi:10.1177/1356336x10369200 · Cited by 61
“…all teachers indicated that they had developed confidence with their questioning, lesson observations and interviews suggested that many teachers struggled to know ‘what questions were worth asking’ (Black et al., 2004: 12) and relied heavily on the example questions provided in the model lessons.”
BackgroundCharacterizing the formative assessment enactment of experienced science teachers
Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020) · Science Education · doi:10.1002/sce.21559 · Cited by 61
Peer assessment as a learning and self-assessment tool: a look inside the black box
Stančić, M. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1828267 · Cited by 89
“Peer and self-assessment are also used as strategies to engage students in the assessment process and to empower them (Black et al. 2004; Andrade and Valtcheva 2009), as they free students from teacher dependence (Nicol, Thomson, and Breslin 2014; Shen, Bai, and Xue 2020).”
BackgroundMethodThe cost-effectiveness of raising teacher quality
Yeh, S. S. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.06.002 · Cited by 59
School-based curriculum development in Scotland: curriculum policy and enactment
Priestley, M., Minty, S., & Eager, M. (2013) · Pedagogy Culture and Society · doi:10.1080/14681366.2013.812137 · Cited by 59
“It has become most closely associated with assessment for learning (see Black et al. 2002) and the development of formative assessment techniques (widely termed AifL techniques in Scottish schools).”
BackgroundGotwals, A. W., Philhower, J., Cisterna, D., & Bennett, S. (2015) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-015-9623-8 · Cited by 59
Value, practice and proficiency: Teachers' complex relationship with assessment for learning
Deneen, C. C., Fulmer, G. W., Brown, G., Tan, K. H. K., Leong, W. S., & Tay, H. Y. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.12.022 · Cited by 68
Myyry, L., Karaharju‐Suvanto, T., Virtala, A., Raekallio, M. R., Salminen, O., Vesalainen, M., & Nevgi, A. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1887812 · Cited by 61
Written comments as a form of feedback
Bruno, I., & Santos, L. (2010) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2010.12.001 · Cited by 66
Teachers’ classroom‐based action research
Cain, T. (2011) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2011.552307 · Cited by 55
“Published by the National Foundation for Educational Research in Practical Research for Education, Rhodes (2008) investigated the use of comment-only marking (Black et al. 2004) with 16–18-year-old psychology students.”
MethodTechnology enhanced assessment in complex collaborative settings
Webb, M., & Gibson, D. (2015) · Education and Information Technologies · doi:10.1007/s10639-015-9413-5 · Cited by 55
“…capabilities of computerbased assessment become more sophisticated, interactions between peers both for supporting learning and for mutual assessment and feedback are still likely to be important for developing self-assessment and student autonomy (Black et al. 2002) for many if not all learners.”
BackgroundGuiding students to learn from mistakes
Yerushalmi, E., & Polingher, C. (2006) · Physics Education · doi:10.1088/0031-9120/41/6/007 · Cited by 55
LEARNING COMMUNITIES IN MATHEMATICS: CREATING AN INQUIRY COMMUNITY BETWEEN TEACHERS AND DIDACTICIANS
Jaworski, B. (2005) · Research in Mathematics Education · doi:10.1080/14794800008520148 · Cited by 64
How do students of German perceive feedback practices at university? A motivational exploration
Busse, V. (2013) · Journal of Second Language Writing · doi:10.1016/j.jslw.2013.09.005 · Cited by 56
The Formative Purpose: Assessment Must First Promote Learning
Black, P., & Wiliam, D. (2004) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810410601402 · Cited by 53
“The 24-page booklet describing, for a teacher audience, the outcome of the work (Black et al., 2002) has sold about 30,000 copies in the U.”
BackgroundSelf-citationTeachers and testing: an investigation into teachers’ perceptions of formative assessment
Sach, E. (2011) · Educational Studies · doi:10.1080/03055698.2011.598684 · Cited by 53
“However, findings suggest that perhaps teachers were less confident than they claimed to be in putting actual strategies in place, supporting the findings of Black et al. (2002).”
BackgroundResultLuckner, J. L., & Bowen, S. K. (2006) · American annals of the deaf · doi:10.1353/aad.2006.0046 · Cited by 52
Waluyo, B. (2020) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2020.17.1.10.160 · Cited by 52
“…is to gain thorough insights, which can be used as feedback: 1) for teachers, to adapt the teaching work to respond the learning needs, and 2) for students, to shape and improve learning competence at each stage in the learning process (Black, Harrison, Lee, Marshall, & Wiliam, 2004; Sadler, 1989).”
BackgroundHacking, E. B., Scott, W. A., & Barratt, R. (2007) · Environmental Education Research · doi:10.1080/13504620701284811 · Cited by 52
“…in English schools, with a new focus on assessment for learning—‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (QCA, 2006b; see also Black et al., 2002).”
BackgroundMoura, A., Graça, A., MacPhail, A., & Batista, P. (2020) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2020.1834528 · Cited by 53
“In positioning AfL, the authors are guided by the definition provided by Black et al. (2004, 10): AfL is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning.”
MethodA review of assessment for learning with artificial intelligence
Memarian, B., & Doleck, T. (2023) · Computers in Human Behavior Artificial Humans · doi:10.1016/j.chbah.2023.100040 · Cited by 94
Teachers’ views of their assessment practice
Atjonen, P. (2014) · The Curriculum Journal · doi:10.1080/09585176.2013.874952 · Cited by 43
“Teachers express frustration that pupils do not incorporate feedback advice into subsequent tasks (Bagley, 2010, p. 98; Black et al., 2004, p. 13).”
BackgroundAssessment as Learning: How Does Peer Assessment Function in Students' Learning?
Yin, S., Chen, F., & Chang, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.912568 · Cited by 81
The implications of assessment for learning in physical education and health
Tolgfors, B., & Öhman, M. (2015) · European Physical Education Review · doi:10.1177/1356336x15595006 · Cited by 54
“(Black et al., 2002, in the preface) The three basic questions posed by AfL –”
BackgroundA Case Study on Audio Feedback with Geography Undergraduates
Rodway‐Dyer, S., Knight, J., & Dunne, E. (2010) · Journal of Geography in Higher Education · doi:10.1080/03098265.2010.524197 · Cited by 49
“Email: s.j.rodway-dyer@exeter.ac.uk attainment (Black et al., 2002); and (5) engagement with feedback as a learning tool is necessary in order for students to be actively involved in monitoring their own performance (Falchikov, 2005).”
BackgroundAnalogy and Higher Order Thinking
Richland, L. E., & Begolli, K. N. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732216629795 · Cited by 50
Jónsson, Í., Smith, K., & Geirsdóttir, G. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.11.003 · Cited by 61
Harrison, C. A. (2012) · Teachers and Teaching · doi:10.1080/13540602.2013.741839 · Cited by 47
Self-citationLarge-scale assessment systems: Design principles drawn from international comparisons
Black, P., & Wiliam, D. (2007) · Measurement Interdisciplinary Research and Perspectives · doi:10.1080/15366360701293386 · Cited by 51
Self-citationAssessment Beliefs and Practices of Language Teachers in Primary Education.
Büyükkarcı, K. (2013) · DergiPark (Istanbul University) · Cited by 46
chapter 8 Some Thoughts on “Proximal” Formative Assessment of Student Learning
Erickson, F. (2007) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2007.00102.x · Cited by 46
Miller, D., & Lavin, F. (2007) · The Curriculum Journal · doi:10.1080/09585170701292109 · Cited by 45
“…18, No. 1, March 2007, pp. 3 – 25 ISSN 0958-5176 (print)/ISSN 1469-3704 (online)/07/010003–23 ª 2007 British Curriculum Foundation DOI: 10.1080/09585170701292109 associated pamphlets produced for practitioners (Black & Wiliam, 1998b; Assessment Reform Group, 1999; Black et al., 2002).”
InfluentialEllis, M. (2008) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810811000603 · Cited by 45
Brady, M., Devitt, A., & Kiersey, R. A. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12742 · Cited by 44
Mobile phone images and video in science teaching and learning
Ekanayake, S. Y., & Wishart, J. M. (2013) · Learning Media and Technology · doi:10.1080/17439884.2013.825628 · Cited by 45
“Revision, students checking their understanding (Black et al. 2002; Jonassen, Campbell, and Davidson 1994) Identify their errors and correct them immediately To quickly correct exemplifying the ways that technology can augment the cognitive and social processes of scientific understanding by…”
BackgroundConnected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice
Shirley, M. L., & Irving, K. E. (2014) · Journal of Science Education and Technology · doi:10.1007/s10956-014-9520-x · Cited by 45
“FA has been shown to significantly impact student achievement (Black et al. 2004; Wiliam et al. 2004).”
BackgroundRecognizing creativity in the music classroom
Kokotsaki, D., & Newton, D. P. (2015) · International Journal of Music Education · doi:10.1177/0255761415607081 · Cited by 47
Single Point Rubric: A Tool for Responsible Student Self-Assessment
Fluckiger, J. (2010) · DigitalCommons@UNO · Cited by 43
Feijóo, J. C. M., Suárez, F., Chiyón, I., & Alberti, M. G. (2021) · Education Sciences · doi:10.3390/educsci11050211 · Cited by 50
The complexities of change: formative assessment in Scotland
Hayward, L., & Spencer, E. (2010) · The Curriculum Journal · doi:10.1080/09585176.2010.480827 · Cited by 43
“Among these were teachers who had successfully developed formative assessment in the King’s Medway Oxford Formative Assessment Project (KMOFAP) (Black et al. 2002, 2003, 2004) and who made presentations and took part in discussions at the Scottish seminars.”
BackgroundBlack, P., & Jones, J. Y. (2006) · Language Learning Journal · doi:10.1080/09571730685200171 · Cited by 52
“The findings were summarised in a second short booklet for teachers (Black et al. 2002) and reported at length in a book (Black et al. 2003).”
BackgroundSelf-citationPrimary School EFL Teachers’ Attitudes towards Creativity and Their Perceptions of Practice
Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2014) · English Language Teaching · doi:10.5539/elt.v7n9p74 · Cited by 42
Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching
Pang, N. S. (2020) · ECNU Review of Education · doi:10.1177/2096531120936290 · Cited by 77
Towards a comprehensive student satisfaction model
Haverila, M. J., Haverila, K. C., McLaughlin, C., & Arora, M. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100558 · Cited by 43
Conceptions of assessment: trainee teachers' practice and values
Winterbottom, M., Brindley, S., Taber, K. S., Fisher, L. G., Finney, J., & Riga, F. (2008) · The Curriculum Journal · doi:10.1080/09585170802357504 · Cited by 44
“Instead of summative and formative assessment, increasingly a distinction is drawn between assessment of learning (AoL), and assessment for learning (AfL) (Black and Wiliam 1998; ARG 1999; Black et al. 2002).”
BackgroundHayward, E. L. (2007) · Assessment in Education Principles Policy and Practice · doi:10.1080/09695940701480178 · Cited by 42
“The guiding principles for AifL were influenced by research evidence on assessment and on learning and teaching, in particular by the work of Black and Wiliam (1998), Black et al. (2002, 2003), the Assessment Reform Group (2001) and Harlen and Deakin Crick (2002, 2003).”
MethodFeedback or Feed-forward? A Case Study in One Higher Education Classroom
Koen, M., Bitzer, E. M., & Beets, P. (2012) · Journal of Social Sciences · doi:10.1080/09718923.2012.11893068 · Cited by 41
“It should rather be seen as an integral part of teaching and learning (Macmillan 2007: 7; Geyser 2004: 90; Black and Wiliam 1998: 1-54) where the focus should be on assessment to learn (Carless 2005: 42). This again poses the question whether lecturer feedback always actually fulfils this role. In their familiar work,…”
BackgroundIannone, P., Czichowsky, C., & Ruf, J. (2020) · Educational Studies in Mathematics · doi:10.1007/s10649-020-09937-4 · Cited by 42
National curriculum assessment: how to make it better
Wiliam, D. (2003) · Research Papers in Education · doi:10.1080/0267152032000081896 · Cited by 41
“…they necessitate narrow teaching and rote learning – indeed, our own work with teachers has shown that teachers developing their formative assessment practices produce improvements in learning even when this learning is measured with traditional timed tests and examinations (Black et al., 2002).”
BackgroundSelf-citationIn-service teacher education: asking questions for higher order thinking in visual literacy
Moodley, V. (2013) · South African Journal of Education · doi:10.15700/saje.v33n2a430 · Cited by 40
“In a subsequent study of 24, primarily Physical Science, Maths and English teachers, Black et al. (2004) conclude that effective questioning is important for learner development and that teachers should spend more time in framing ‘worthy’ questions.”
BackgroundInfluentialMaking Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms
Selling, S. K. (2016) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.47.5.0505 · Cited by 41
The Role of Educational Systems in the Link Between Formative Assessment and Motivation
Nolen, S. B. (2011) · Theory Into Practice · doi:10.1080/00405841.2011.607399 · Cited by 39
“Thus, teachers are urged to provide informative feedback without grades for optimal effect (Black et al., 2004).”
BackgroundMethodInfluentialPoon, C.-L., Lee, Y., Tan, A., et al. (2010) · Research in Science Education · doi:10.1007/s11165-010-9199-9 · Cited by 39
Chin, C., & Teou, L. (2010) · Journal of Biological Education · doi:10.1080/00219266.2010.9656206 · Cited by 39
Bridging the educational research‐teaching practice gap
Anderson, T. R. (2007) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.20135 · Cited by 39
Lyon, E. G. (2011) · Journal of Science Teacher Education · doi:10.1007/s10972-011-9241-4 · Cited by 38
“Researchers working with science teachers to use assessment formatively were able to change their assessment practices in ways that eventually increased student achievement (e.g., Black et al. 2004; Wilson and Sloane 2000).”
BackgroundEvaluating healthy schools: perceptions of impact among school-based respondents
Warwick, I., Aggleton, P., Chase, E., et al. (2005) · Health Education Research · doi:10.1093/her/cyh024 · Cited by 38
“…might be seen to be burdensome, in that it has to be conducted in addition to the work itself, insights from studies of the assessment of pupil learning—as well as those from empowerment evaluation—highlight how processes of review can be educational too (Fetterman, 2000; Black et al., 2002).”
BackgroundTolgfors, B., Backman, E., Nyberg, G., & Quennerstedt, M. (2020) · European Physical Education Review · doi:10.1177/1356336x20949575 · Cited by 37
Scalise, K., & Clarke‐Midura, J. (2018) · Journal of Research in Science Teaching · doi:10.1002/tea.21464 · Cited by 36
Formative assessment for all: a whole‐school approach to pedagogic change
Priestley, M., & Sime, D. (2005) · The Curriculum Journal · doi:10.1080/09585170500384586 · Cited by 37
“The model for formative assessment developed by Black et al. (2002) outlines four key areas, which have been well publicized elsewhere.”
BackgroundMethodInfluentialClass size reduction or rapid formative assessment?
Yeh, S. S. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.09.001 · Cited by 37
Iannone, P., & Simpson, A. P. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.961124 · Cited by 36
“Black et al. (2004) highlighted the distinction between these two categories of assessment:”
BackgroundAssessmentof, for,andasLearning within Schools: Implications for Transforming Classroom Practice
Volante, L. (2010) · Action in Teacher Education · doi:10.1080/01626620.2010.10463536 · Cited by 37
Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment
Suurtamm, C., Thompson, D. R., Kim, R. Y., Díaz, L., Sayac, N., Schukajlow, S., Silver, E. A., Ufer, S., & Vos, P. (2016) · OAPEN (The OAPEN Foundation) · doi:10.1007/978-3-319-32394-7 · Cited by 36
Kim, A. A., & Kim, H. J. (2017) · Assessing Writing · doi:10.1016/j.asw.2016.12.001 · Cited by 40
Webber, C. F., & Lupart, J. (2011) · Springer eBooks · doi:10.1007/978-94-007-1727-5 · Cited by 36
Using Informal Classroom Observations to Improve Instruction.
Ing, M. (2010) · Journal of Educational Administration · doi:10.1108/09578231011041053 · Cited by 43
Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education
Grob, R., Holmeier, M., & Labudde, P. (2017) · Interdisciplinary Journal of Problem-based Learning · doi:10.7771/1541-5015.1673 · Cited by 38
Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning
Hooker, T. (2019) · Journal of Early Childhood Research · doi:10.1177/1476718x19875778 · Cited by 43
“Black et al. (2004) defined formative assessment as follows: Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning.”
BackgroundUnderstanding classroom-based assessment practices: A precondition for teacher assessment literacy
Hill, K. (2017) · Studies in Language Assessment · doi:10.58379/yiwz4710 · Cited by 35
Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators.
Pinchok, N., & Brandt, W. C. (2009) · Cited by 35
International Studies Compendium Project
Millard, S. (2011) · Reference Reviews · doi:10.1108/09504121111103092 · Cited by 35
The Impact of Educational Research on Mathematics Education
Wiliam, D. (2003) · Second International Handbook of Mathematics Education · doi:10.1007/978-94-010-0273-8_16 · Cited by 35
“…Assessment Project (KMOFAP), teachers were supported in developing their own plans in developing their classroom assessment procedures to give them better information about students’ learning and to involve students more in their own learning (Black, Harrison, Lee, Marshall, & Wiliam, 2002).”
Self-citationFORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION
Ganajová, M., Сотакова, І., Lukáč, S., Ješková, Z., Jurková, V., & Оросова, Р. (2021) · Journal of Baltic Science Education · doi:10.33225/jbse/21.20.204 · Cited by 53
“The available research results have shown that using FA in IBSE develops students’ inquiry skills (Barron & Darling-Hammond, 2008; Black et al., 2004; Grog et al., 2017; Harlen, 2013; Heritage, 2010; Hume & Coll, 2010).”
BackgroundWoolcott, G., Marks, A., & Markopoulos, C. (2021) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/11198 · Cited by 67
Articulating a Sociocognitive Construct of Writing Expertise for the Digital Age
Corrigan, J. A., & Slomp, D. (2021) · The Journal of Writing Analytics · doi:10.37514/jwa-j.2021.5.1.05 · Cited by 40
“A significant body of evidence suggests that assessment as learning (a means of promoting metacognition) is one of the most effective means of supporting student learning, particularly across new contexts: It supports student motivation, leads to greater disciplinary expertise, leads to students taking greater respons…”
BackgroundBridging the teacher/researcher divide: Master’s-level work in initial teacher education
Gray, C. A. (2012) · European Journal of Teacher Education · doi:10.1080/02619768.2012.682648 · Cited by 33
“She had already begun to integrate ‘wait time’ (Black et al. 2002) as a regular feature into her question and answer sessions but was concerned that participation still remained low.”
BackgroundSo, W. M. W., & Lee, T. T. H. (2011) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2011.577409 · Cited by 33
“With a student-centred instructional approach, assessment for learning can help to improve students’ performance (Black et al. 2004) and enable students to take responsibility for their learning process (Black et al. 2006).”
Huang, S.-C. (2011) · Language Testing · doi:10.1177/0265532210392199 · Cited by 32
Enacting feedback utilization from a task‐specific perspective
Lam, R. (2016) · The Curriculum Journal · doi:10.1080/09585176.2016.1187185 · Cited by 34
Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario
Stokhof, H. J. M., de Vries, B., Bastiaens, T. J., et al. (2017) · Research in Science Education · doi:10.1007/s11165-017-9625-3 · Cited by 32
“Moreover, from the perspective of Bassessment for learning^, mind maps may have great potential to make students aware of their evolving knowledge structures (cf. Black et al. 2004).”
BackgroundKubiak, J. (2015) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12098 · Cited by 44
“Other examples of students’ voice include: pupils as researchers (Fielding and Bragg, 2003); pupils helping other students with their learning (Topping, 2001), and assessment for learning approaches (Black et al., 2002).”
BackgroundInfluentialDifferentiated e-learning: five approaches through instructional technology
Scalise, K. (2007) · International Journal of Learning Technology · doi:10.1504/ijlt.2007.014843 · Cited by 32
“…being made formatively, or in other words to guide instruction during the process of learning, then differentiating the challenge level, types of formats, representations and feedback (Black and Wiliam, 1998, Black et al., 2002) might make a difference in how or how much the child or adult learns.”
Background
Metadata
- Authors
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D.
- Affiliations
- King's College London (GB)
- Venue
- Phi Delta Kappan
- Publisher
- SAGE Publications
- Published
- 2004-09
- Volume
- 86
- Issue
- 1
- Pages
- 8-21
- ISSN
- 0031-7217 (ISSN-L)
- 1940-6487
- OpenAlex
- W2136326226
- Cited by
- 1,323
- References
- 14
- Citations by year
- 2026: 22 · 2025: 27 · 2024: 42 · 2023: 48 · 2022: 65 · 2021: 65 · 2020: 79 · 2019: 86 · 2018: 67 · 2017: 75 · 2016: 82 · 2015: 86 · 2014: 84 · 2013: 80 · 2012: 53
- FWCI
- 188.42
- Type
- journal article
- Language
- en
- Open access
- green
- discovery.ucl.ac.uk
- Locations
- Phi Delta Kappan (publishedVersion)
- Open Research Online (The Open University) (acceptedVersion)
- IOE EPrints (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- OpenGrey (Institut de l'Information Scientifique et Technique) (submittedVersion)
- Research Portal (King's College London) (submittedVersion)
- Open Research Online - ORO (The Open University) (submittedVersion)
- Funders
- Nuffield Foundation
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- assessment for learning, classroom assessment, questioning strategies, feedback, peer assessment, self-assessment, student motivation, student attitudes, high school mathematics, secondary school science, academic performance
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