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 201–300 of 1,321
A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination
Nikou, S. A., & Economides, A. A. (2021) · Future Internet · doi:10.3390/fi13050116 · Cited by 31
“Formative assessment or assessment for learning is defined as the “assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning” (p. 10) [1].”
BackgroundHa, X. V., Tran, N. G., & Trần, N. H. (2021) · The Qualitative Report · doi:10.46743/2160-3715/2021.5063 · Cited by 37
“Assessment for learning refers to “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).”
BackgroundPsycho‐pedagogy and personalised learning
Burton, D. (2007) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607470601098245 · Cited by 31
Cultural challenges to implementation of formative assessment in Saudi Arabia: An exploratory study
Al‐Wassia, R., Hamed, O. A. E., Al-Wassia, H. K., Alafari, R., & Jamjoom, R. (2015) · Medical Teacher · doi:10.3109/0142159x.2015.1006601 · Cited by 35
“The fact that scoring high grade was a priority for the students and the learning culture is still teacher-centered will always need reform and changing mindsets at all levels (Black et al. 2004).”
BackgroundNg, E. M. W. (2014) · Computers & Education · doi:10.1016/j.compedu.2013.12.016 · Cited by 31
Hansen, C., & Wasson, B. (2016) · Nordic Journal of Digital Literacy · doi:10.18261/issn.1891-943x-2016-01-02 · Cited by 31
“As Black and Wiliam (2004) point out, a formative assessment for learning must also adjust teaching – not just learning.”
BackgroundIntegrating assessment for learning in the teacher education programme at the University of Oslo
Brevik, L. M., Blikstad‐Balas, M., & Engelien, K. L. (2016) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2016.1239611 · Cited by 35
University students’ perceptions of summative assessment: The role of context
Iannone, P., & Simpson, A. P. (2016) · Journal of Further and Higher Education · doi:10.1080/0309877x.2016.1177172 · Cited by 32
“The latter was described by Black et al. (2004, 10) as any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning.”
BackgroundMarshall, J. C., Smart, J., & Alston, D. M. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.05.007 · Cited by 36
Wong, H. M. (2017) · Pedagogies An International Journal · doi:10.1080/1554480x.2017.1362348 · Cited by 34
“In terms of school level, self-assessment research focussed mainly on secondary education (e.g. Black et al., 2004; Lasonen, 1995; McDonald & Boud, 2003; Yu, 2013) and higher education (e.g. Andrade & Du, 2007; Cassidy, 2007; Mok et al., 2006; Orsmond, Merry, & Reiling, 2000) but much less in…”
BackgroundVanLehn, K. A., Burkhardt, H., Cheema, S., Kang, S., Pead, D., Schoenfeld, A. H., & Wetzel, J. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1616567 · Cited by 33
“For our evaluation, TRU Math specifies two relevant pedagogical goals: the teachers should engage in formative assessment (Black et al., 2004; Black & Wiliam, 1998a, 1998b) and the students should engage in collaborative, productive struggle.”
MethodNamaziandost, E., Alekasir, S., Sawalmeh, M. H. M., & Miftah, M. Z. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1856764 · Cited by 30
“As a platform for student self-assessment, e-Portfolio can assist the students in taking control of their learning and becoming more autonomous (Black et al., 2004).”
BackgroundMethodAsikainen, H., Virtanen, V., Postareff, L., & Heino, P. I. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.07.002 · Cited by 34
Halinen, K., Ruohoniemi, M., Katajavuori, N., & Virtanen, V. (2013) · Journal of Biological Education · doi:10.1080/00219266.2013.799082 · Cited by 29
“However, this has been found to be challenging and require review of the existing policies, commitment to a long-term development plan, institutional support and various forms of collaboration (Black et al. 2004; Fuentealba 2011).”
BackgroundInfluentialInterdisciplinary Mathematics Education
Doig, B., Williams, J. S., Swanson, D., Ferri, R. B., & Drake, P. (2019) · ICME-13 monographs · doi:10.1007/978-3-030-11066-6 · Cited by 34
Gioka, O. (2008) · Research in Science Education · doi:10.1007/s11165-008-9086-9 · Cited by 30
Assessment in Mathematics Education
Suurtamm, C., Thompson, D. R., Kim, R. Y., Díaz, L., Sayac, N., Schukajlow, S., Silver, E. A., Ufer, S., & Vos, P. (2016) · ICME-13 topical surveys · doi:10.1007/978-3-319-32394-7_1 · Cited by 29
A pragmatic analysis of the speech act of criticizing in university teacher-student talk
El‐Dakhs, D. A. S., Ambreen, F., Zaheer, M., & Gusarova, Y. (2019) · Pragmatics Quarterly Publication of the International Pragmatics Association (IPrA) · doi:10.1075/prag.18028.eld · Cited by 29
Sach, E. (2015) · Education 3-13 · doi:10.1080/03004279.2013.813956 · Cited by 27
“However, the same research has found that these practices are not always translated into pedagogical practice (Black et al. 2002).”
BackgroundPolicy networks and boundary objects: Enacting curriculum reform in the absence of consensus
Banner, I., Donnelly, J., & Ryder, J. (2012) · Journal of Curriculum Studies · doi:10.1080/00220272.2012.699558 · Cited by 28
“Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity (Cambridge: Cambridge University Press).”
BackgroundInfluentialTesting Times: Questions concerning assessment for school improvement
Peim, N., & Flint, K. J. (2008) · Educational Philosophy and Theory · doi:10.1111/j.1469-5812.2008.00438.x · Cited by 28
Zeng, J., & Huang, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.774159 · Cited by 27
“Previous studies have reported the necessity to establish coherent FA and SA systems to encourage teachers to carry out varied assessment practices to facilitate students’ learning (Broadfoot and Black, 2004).”
BackgroundDemystifying Assessment Leadership.
Noonan, B., & Renihan, P. J. (2006) · Canadian Journal of Educational Administration and Policy · Cited by 27
Hlas, A. C., & Hildebrandt, S. A. (2010) · L2 Journal · doi:10.5070/l2219059 · Cited by 27
“Black, Harrison, Lee, Marshall, and William (2004) contend that: a high level of qualification in a subject is less important than a thorough understanding of its fundamental principles, an understanding of the kinds of difficulties that students might have, and the creativity to be able to think…”
BackgroundUn panorama de la recherche sur l’évaluation formative des apprentissages
Morrissette, J. (2014) · Mesure et évaluation en éducation · doi:10.7202/1024889ar · Cited by 27
Why leadership matters: empowering teachers to implement formative assessment
Hollingworth, L. (2012) · Journal of Educational Administration · doi:10.1108/09578231211223356 · Cited by 26
Student views of peer assessment at the International School of Lausanne
Foley, S. (2013) · Journal of Research in International Education · doi:10.1177/1475240913509766 · Cited by 26
“Black (1998) was certainly of this opinion, although in 2004 he commented that ‘some experts view PA as a strategy on its own, but more often it is seen to be complementary to self-assessment’ (Black et al., 2004).”
BackgroundEmploying formative assessment in the classroom
Harris, L. M. (2007) · Improving Schools · doi:10.1177/1365480207082558 · Cited by 27
“(Black and Wiliam 1998) Pupils need to see that they are personally valued if they are going to volunteer potentially ‘wrong’ answers yet have them received positively.”
BackgroundParker, D. C., & Volante, L. (2009) · Studying Teacher Education · doi:10.1080/17425960902830385 · Cited by 26
Technology and Formative Assessment
Pellegrino, J. W. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00700-4 · Cited by 26
Transforming teachers' formative assessment practices through ePortfolios
Hooker, T. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.07.004 · Cited by 25
Castro, S. (2018) · Issues and Trends in Educational Technology · doi:10.2458/azu_itet_v6i2_castro · Cited by 25
“It is critical to consider “an assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged” (Black et al., 2004, p. 10).”
BackgroundInfluentialSupporting inclusion of at risk students in secondary school through positive behaviour support
Hill, D. J., & Brown, D. (2011) · International Journal of Inclusive Education · doi:10.1080/13603116.2011.602525 · Cited by 25
“The problem is to motivate everyone, even though some are bound to achieve less than others (Black 2004).”
BackgroundHowley, M. D., Howley, A., Henning, J. E., Gilla, M. B., & Weade, G. (2013) · Educational Assessment · doi:10.1080/10627197.2013.761527 · Cited by 25
Feedback as a relational concept in the classroom
Dann, R. (2019) · The Curriculum Journal · doi:10.1080/09585176.2019.1636839 · Cited by 31
Science education practitioners' views of research and its influence on their practice
Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R., & Osborne, J. F. (2004) · ePrints Soton (University of Southampton) · Cited by 25
Vicarious Coding: Breaching Computational Opacity in the Digital Era
Rostain, M. M., & Huising, R. (2023) · Academy of Management Journal · doi:10.5465/amj.2021.0150 · Cited by 24
Alexandron, G., Wiltrout, M. E., Berg, A., et al. (2020) · International Conference on Learning Analytics & Knowledge (LAK) · doi:10.1145/3375462.3375464 · Cited by 24
“This raises the tension between formative assessment that prioritizes learning and summative assessment that prioritizes accountability [6].”
BackgroundTEACHERS’ CONCEPTIONS AND USE OF ASSESSMENT IN STUDENT LEARNING
Azis, A. (2012) · Indonesian Journal of Applied Linguistics · doi:10.17509/ijal.v2i1.72 · Cited by 24
Beginning teacher education and collaborative formative e‐assessment
Webb, M. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602931003782541 · Cited by 24
“However, work with school teachers, developing formative assessment practices, has suggested that teachers find difficulties defining learning intentions and purposes and focusing on these is an important element of changing their practices to more formative ones (Black et al. 2002).”
BackgroundInfluentialSystems Thinking Approach to Robotics Curriculum in Schools
Chalmers, C., & Nason, R. (2017) · Springer eBooks · doi:10.1007/978-3-319-57786-9_2 · Cited by 24
“It is important that the selected artefacts and the rubrics utilized for summative assessment focus on assessment about learning and during formative assessment focus on assessment for learning (Black et al. 2008; Caitlin 2012).”
BackgroundTeaching Assistants: students or servants?
Quicke, J. (2003) · FORUM · doi:10.2304/forum.2003.45.2.10 · Cited by 25
Grob, R., Holmeier, M., & Labudde, P. (2019) · International Journal of Science Education · doi:10.1080/09500693.2019.1663453 · Cited by 25
“Communication of criteria (Andrade & Valtcheva, 2009; Black et al., 2004; Ruiz-Primo et al., 2010) Explicit communication by teacher Elaboration of criteria with students Implicit communication Data sources for diagnosis (Ruiz-Primo et al.”
BackgroundAssessment and Feedback Practices in the English Language Classroom
Rahman, M. F., Babu, R., & Ashrafuzzaman, M. (1970) · Journal of NELTA · doi:10.3126/nelta.v16i1-2.6133 · Cited by 23
“It also gives chances to students to participate in modifying or re-planning the upcoming classes (Bachman & Palmer, 1996). Later on Hattie & Timperley (2007) argued that feedback was one of the most powerful influences on learning and achievement.”
BackgroundLooking into Learning-Centered Classrooms Implications for Classroom Management
Evertson, C. M., & Neal, K. W. (2006) · Cited by 23
Patterns in the form of formative feedback and student response
Ellegaard, M., Damsgaard, L., Bruun, J., & Johannsen, B. F. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1403564 · Cited by 24
“Purposeful dialogue on and around feedback is, according to Black et al. (2004), the quintessence of the ‘formative’ in formative feedback.”
BackgroundAn Observational and Planning Tool for Professional Development in Science Education
Zubrowski, B. (2007) · Journal of Science Teacher Education · doi:10.1007/s10972-007-9074-3 · Cited by 23
“This latter practice can be summed up as good teaching involving ongoing assessment as students move through activities and discussions (Black et al. 2004; Wiliam and Black 1996).”
BackgroundDeveloping Assessments to Inform Teaching and Learning
Bass, K. M. (2004) · PsycEXTRA Dataset · doi:10.1037/e646292011-001 · Cited by 22
Enacting assessment for learning in the induction phase of physical education teaching
Tolgfors, B., Quennerstedt, M., Backman, E., & Nyberg, G. (2021) · European Physical Education Review · doi:10.1177/1356336x211056208 · Cited by 22
“Following Black et al. (2002) we understand AfL as: [ … ] any assessment for which the fi rst priority in its design and practice is to serve the purpose of promoting students ’ learning.”
BackgroundMethodInfluentialPolly, D., Martin, C. S., Wang, C., Lambert, R. G., & Pugalee, D. (2015) · Early Childhood Education Journal · doi:10.1007/s10643-015-0711-8 · Cited by 22
Hannel, I. (2009) · Phi Delta Kappan · doi:10.1177/003172170909100314 · Cited by 22
Large‐scale mathematics assessment: looking globally to act locally
Doig, B. (2006) · Assessment in Education Principles Policy and Practice · doi:10.1080/09695940601035403 · Cited by 22
“Wiliam (2001), for example, claims that there is conclusive research evidence to show that formative assessment can improve learning, a view supported by Black and his colleagues (Black et al., 2002).”
BackgroundSome difficulties in informal assessment in mathematics
Watson, A. (2006) · Assessment in Education Principles Policy and Practice · doi:10.1080/09695940601035445 · Cited by 22
“Black and Wiliam’s (1998) study was followed by their well-disseminated research project, King’s-Medway-Oxfordshire Formative Assessment Project (KMOFAP), in which formative assessment practices were developed with teachers (Black et al., 2002).”
Teaching Boys Who Struggle in School: Strategies That Turn Underachievers into Successful Learners
Cleveland, K. P. (2011) · Cited by 21
Bäckman, E., Tolgfors, B., Nyberg, G., & Quennerstedt, M. (2021) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2021.1990248 · Cited by 23
“The fi ve key strategies of AfL form a point of departure for the further recontextualisation (Black et al. 2004).”
MethodRodríguez-Fuentes, R. A., & Swatek, A. M. (2021) · System · doi:10.1016/j.system.2021.102676 · Cited by 32
Plants and photosynthesis: peer assessment to help students learn
Crane, L., & Winterbottom, M. (2008) · Journal of Biological Education · doi:10.1080/00219266.2008.9656133 · Cited by 21
“Similarly, Black et al (2002) concluded that formative assessment yields a significant increase in student attainment, even when attainment is measured using ‘narrow terms’ such as national tests.”
BackgroundA Framework for Effective Management of School System Performance
Resnick, L. Β., Besterfield‐Sacre, M., Mehalik, M. M., Sherer, J. Z., & Halverson, E. R. (2007) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810710901312 · Cited by 21
Suárez, F., Feijóo, J. C. M., Chiyón, I., et al. (2021) · Sustainability · doi:10.3390/su132112290 · Cited by 21
“Nevertheless, this methodology must address three c allenges: (1) how to effectively promote meaningful learning; (2) how to design grading schemes to promote the personal outcomes rather than competition; (3) assessment fe dback may cause neg tive impact on low-achieving students, who may become discouraged [97,98].”
BackgroundMartin, C. S., & Polly, D. (2014) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-6497-5.ch018 · Cited by 20
Actual and Ideal Assessment Practices in South African Natural Sciences Classrooms
Kibirige, I., & Teffo, W. L. (2014) · International Journal of Educational Sciences · doi:10.1080/09751122.2014.11890162 · Cited by 20
“In addition, summative assessment (SA) takes place at the end of teaching and learning (Gioka 2009; Black et al. 2004) and the results do not provide feedback to learners, but rather form a basis for promotion to the next level of learning.”
BackgroundNamaziandost, E., Behbahani, H. K., & Heydarnejad, T. (2024) · Language Testing in Asia · doi:10.1186/s40468-024-00293-1 · Cited by 43
“This form of assessment proves truly beneficial when the results are thoughtfully utilized to enhance instruction and address learning needs (Black et al., 2004).”
BackgroundExploring Primary School Teachers’ Conceptions of “Assessment for Learning”
Rashid, R. A., & Jaidin, J. H. (2014) · International Education Studies · doi:10.5539/ies.v7n9p69 · Cited by 19
“Instead, according to Black et al. (2004), the evidence of student understanding (and learning) as a result of one round of the formative assessment process should be used to adapt the teaching work to meet learning needs.”
BackgroundLeading assessment for enhanced student outcomes
Webber, C. F., Scott, S., Aitken, E. N., Lupart, J., & Scott, D. E. (2013) · School Leadership & Management · doi:10.1080/13632434.2013.773885 · Cited by 20
“Fullan (2002) called on educational leaders to mobilise teachers to improve their instructional capacity and emphasised that leaders be guided by a strong moral purpose, a point with which Broadfoot and Black (2004) agreed when they stated, ‘It is clear that the assessment community must strive to be as clear ethicall…”
BackgroundInfluentialJoyner, D. A., Ashby, W., Irish, L., Lam, Y., Langston, J., Lupiani, I., Lustig, M., Pettoruto, P., Sheahen, D., Smiley, A., et al. (2016) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/2876034.2876044 · Cited by 22
“However, given that peerassigned grades ought to be hidden during expert grading, should peers assign grades at all? Should peers instead focus only on providing written reviews instead of rubric scores? Research has already suggested that expert grades can undermine intrinsic motivation [5] and diminish the receipt o…”
BackgroundPerformance Assessment as a Diagnostic Tool for Science Teachers
Kruit, P., Oostdam, R., van den Berg, E., & Schuitema, J. A. (2018) · Research in Science Education · doi:10.1007/s11165-018-9724-9 · Cited by 22
Mapplebeck, A. L., & Dunlop, L. (2019) · Research in Science Education · doi:10.1007/s11165-019-9843-y
“Formative assessment is used to mean the process of obtaining information from students with the purpose of promoting learning (Black and Wiliam 2003), whether by teachers or the students themselves (Black et al. 2004).”
MethodTeaching Intervention Strategies that Enhance Learning in Higher Education
Machera, R. (2017) · Universal Journal of Educational Research · doi:10.13189/ujer.2017.050505 · Cited by 18
Learning First: A Research Agenda for Improving Learning in Low-Income Countries
Wagner, D. A., Murphy, K. M., & Korne, H. D. (2012) · ScholarlyCommons (University of Pennsylvania) · Cited by 20
Turner, S. L. (2014) · Middle School Journal · doi:10.1080/00940771.2014.11461895 · Cited by 19
“(Black et al., 2004, p. 19).”
BackgroundPark, M., Yi, M., Flores, R., & Nguyen, B. (2020) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/8436 · Cited by 26
Treacy, M., & Leavy, A. (2021) · Professional Development in Education · doi:10.1080/19415257.2021.1876147 · Cited by 19
Evaluación formativa en el contexto universitario: oportunidades y propuestas de actuación
Cañadas, L. (2020) · Revista Digital de Investigación en Docencia Universitaria · doi:10.19083/10.19083/ridu.2020.1214 · Cited by 76
PENGEMBANGAN DESAIN PEMBELAJARAN BERBASIS PENILAIAN DALAM PEMBELAJARAN MATEMATIKA
Purnomo, Y. W. (2015) · Jurnal Cakrawala Pendidikan · doi:10.21831/cp.v2i2.4823 · Cited by 18
Engelsen, K. S., & Smith, K. (2010) · Education Inquiry · doi:10.3402/edui.v1i4.21954 · Cited by 20
Teacher Feedback: Educational Guidance in Different School Contexts
Carvalho, C., Martins, D., Vega, L. E. S., & Feliciano, L. A. G. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.12.360 · Cited by 19
The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review
Alhareth, Y. A., & Dighrir, I. A. (2014) · American Journal of Educational Research · doi:10.12691/education-2-10-6 · Cited by 19
“Embedding assignments usually occurs in a sequence of at least three lessons to clarify sub-goals vital in the achievement of unit goals [11-42].”
BackgroundInfluentialWhy is effective feedback so critical in teaching and learning?
McFadzien, N. (2015) · UC Research Repository (University of Canterbury) · doi:10.26021/844 · Cited by 19
Portfolios as a tool for AfL and student motivation: are they related?
Baas, D., Vermeulen, M., Castelijns, J., Martens, R. L., & Segers, M. S. R. (2019) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2019.1653824 · Cited by 19
Student Voice in Fair Assessment Practice
Aitken, N. (2011) · Springer eBooks · doi:10.1007/978-94-007-1727-5_9 · Cited by 20
Pham, T. T. H., & Gillies, R. M. (2010) · International Journal of Educational Reform · doi:10.1177/105678791001900201 · Cited by 19
Implementing formative assessment: student teachers’ experiences on placements
Cowan, E. M. (2009) · Teacher Development · doi:10.1080/13664530902858519 · Cited by 19
Enabling and Integrating Online Formative Assessment in a Flipped Calculus Course
Schroeder, L. B., & Dorn, B. (2016) · PRIMUS · doi:10.1080/10511970.2015.1050619 · Cited by 20
Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh
Rahman, M. M. (2018) · Journal of Education and Learning · doi:10.5539/jel.v7n4p274 · Cited by 20
“Effective questioning is an important aspect to engage students in learning activity (Black et al., 2004).”
BackgroundLa evaluación de la alfabetización académica
Guzmán‐Simón, F., & Jiménez, E. G. (2015) · RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa · doi:10.7203/relieve.21.1.5147 · Cited by 20
A Framework for Considering Interim Assessments
Perie, M., Marion, S. F., & Gong, B. (2007) · Cited by 19
Research and Practice: A Complex Relationship?
Millar, R., & Osborne, J. F. (2009) · Springer eBooks · doi:10.1007/978-1-4020-8427-0_3 · Cited by 20
Learning to Learn in Schools Phase 3 Evaluation: Final Report
Higgins, S., Wall, K., Baumfield, Hall, E., Leat, D., Moseley, D., & Woolner, P. (2007) · Newcastle University ePrints (Newcastle Univesity) · doi:10.25405/ncl.34115082 · Cited by 19
Arrafii, M. A. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103245 · Cited by 27
What Factors Impact Online Education? A Factor Analysis Approach
Kukreja, V., Chitkara, S., Kaur, A., & Aggarwal, A. (2021) · Journal of Engineering Education/Journal of engineering education transformations/Journal of engineering education transformation · doi:10.16920/jeet/2021/v34i0/157180 · Cited by 19
“Compared with conventional design, a successful course layout shows the students' productive results (Black et al., 2004).”
BackgroundImpact of Formative Assessment Practices on Student Motivation for Learning the English Language
Muho, A., & Taraj, G. (2022) · International Journal of Education and Practice · doi:10.18488/61.v10i1.2842 · Cited by 37
Arefian, M. H. (2022) · Reflective Practice · doi:10.1080/14623943.2022.2096584 · Cited by 18
“Also, previous findings acknowledged that the implementation of self-assessment leads to self-regulation and critical reflection for non-stop learning process (Austin et al., 2008; Black et al., 2004; Jafari et al., 2015; Sullivan et al., 1999; Taras, 2001b; Yan, 2020).”
BackgroundHuang, S.-C. (2012) · Language Assessment Quarterly · doi:10.1080/15434303.2010.510898 · Cited by 21
Using a learning log to support students' learning in biology lessons
Stephens, K., & Winterbottom, M. (2010) · Journal of Biological Education · doi:10.1080/00219266.2010.9656197 · Cited by 18
Bahati, B., Tedre, M., Fors, U., & Mukama, E. (2016) · International Journal of Teaching and Education · doi:10.20472/te.2016.4.2.001 · Cited by 24
“However, research studies have shown that when only marks or grades are given as feedback students might not benefit from them in order improve their work (Black et al., 2004), and grades and marks may only confuse students (Weeden et al.”
BackgroundMultimodal mediational means in assessment of processes: an argument for a hard-CLIL approach
Leontjev, D., & deBoer, M. (2020) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2020.1754329 · Cited by 18
“That being said, there has been an acute lack of attention to assessment for learning: assessment for the purpose to promote learning and whose focus is on the process (Black et al. 2004).”
BackgroundInfluentialBulunuz, N., Bulunuz, M., & Peker, H. (2014) · Journal of Baltic Science Education · doi:10.33225/jbse/14.13.243 · Cited by 17
The effects of POWERSOURCE © assessments on middle-school students’ math performance
Phelan, J. C., Choi, K., Niemi, D., Vendlinski, T., Baker, E. L., & Herman, J. L. (2011) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2010.532769 · Cited by 18
“This finding holds true across multiple age groups, school subjects, and countries, and is particularly robust for low-achieving students (Black et al. 2004).”
BackgroundDynamic Assessment practice: some suggestions for ensuring follow up
Yeomans, J. (2008) · Educational Psychology in Practice · doi:10.1080/02667360802076107 · Cited by 18
McCormick, R. (2004) · The Curriculum Journal · doi:10.1080/0958517042000226793 · Cited by 18
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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