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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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.
- 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.
- 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.
- 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.
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 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.
- 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.
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.
- 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.
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.
- 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.
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.
- 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.
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
“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.”
plaincorrelational- 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.
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 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.
- 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.
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.”
plain- 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.
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.”
plain- 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. 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.
- 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.
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.
- 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.
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.
- 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.
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.”
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.
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
“Initial fears about how pupils might react turned out to be unjustified, and neither parents nor OFSTED inspectors have reacted adversely.”
plain- 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.
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.
- 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.
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.
- 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.
- 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.”
plainconditional- 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
“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.
- 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 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.
- 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.
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.
- 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.
- 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.
- 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.
- 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.
- 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
“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.
- 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
“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.
- Checkable: passes — It can be checked 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. 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.
- 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 better the quality of the task the better the quality of the interventions.”
plaincorrelational- 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
“The aftermath of tests can also be an occasion for formative work.”
plainSingle 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
“At the same time it can enhance pupils' skills and strategies for effective learning.”
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.
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.
- 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. 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.
- 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
“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.
- 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
“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.
- 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
“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.
- 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
“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.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
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
“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.”
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. 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
“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.
- 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. 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.
- 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
“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.
- 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.
- 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.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not 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’s conclusions may not depend on it. 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
“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.
- 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
“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.
- 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
“These traffic lights then form the basis of a revision plan.”
plaindirectSingle 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
“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.
- Checkable: passes — It can be checked 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. 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.
- Checkable: passes — It can be checked 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. 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.
- 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
“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.
- 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
“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 601–700 of 1,321
Your feedback procedure, my inspiration: Enhancing student achievement through assessment
Kloppers, M. M., & Potgieter, E. (2023) · South African Journal of Education · doi:10.15700/saje.v43n1a2124 · Cited by 4
Exploring sustainable language assessment through a teacher-learner practitioner inquiry
Costantino, A., & Martin, S. (2025) · System · doi:10.1016/j.system.2025.103768 · Cited by 4
Lessons Learned: The Promise and Possibility of Educational Accountability in the United States
Slater, C. L., McGhee, M. W., Nelson, S. W., et al. (2011) · Springer eBooks · doi:10.1007/978-94-007-1727-5_3 · Cited by 4
Jönsson, A., & Thornberg, P. (2015) · Bulletin Monumental · Cited by 4
‘I know how to read longer novels’ – developing pupils' success criteria in the classroom
Read, A. F., & Hurford, D. (2010) · Education 3-13 · doi:10.1080/03004270903099843 · Cited by 4
“Black et al. (1998, 22) note the importance of ‘empowering pupils to become active learners, taking responsibility for their own learning’.”
BackgroundAdjusting Curricular Design to “CREATE” a Culture of Self-Regulation
Egan, R. G. (2011) · The Canadian Journal for the Scholarship of Teaching and Learning · doi:10.5206/cjsotl-rcacea.2011.2.6 · Cited by 4
“Worse, such feedback, or lack of feedback, may communicate that the instructor does not value critical reflection and believes that intelligence is fixed (Black et al., 2004.”
BackgroundInfluentialTraditional assessment as a subjectification tool in schools in Lesotho
Tankie, K., & Mokhoele, H.-H. (2014) · Educational Research and Reviews · doi:10.5897/err2014.1808 · Cited by 4
Using Data to Improve Instruction: Different Approaches for Different Goals
Wieman, R. (2014) · Action in Teacher Education · doi:10.1080/01626620.2014.977755 · Cited by 4
Validating and Vertically Equating Problem-Solving Measures
Bostic, J. D., & Sondergeld, T. A. (2018) · ICME-13 monographs · doi:10.1007/978-3-319-73748-5_10 · Cited by 4
The Problem-Based Threshold: Shifting Pre-Service Teachers’ Thinking About Mathematics Instruction
King, B., Bartman, J., & Gil, I. (2019) · The Teacher Educator · doi:10.1080/08878730.2019.1683261 · Cited by 4
Hill, K., & Ducasse, A. M. (2020) · Educational linguistics · doi:10.1007/978-3-030-35081-9_8 · Cited by 5
Ukoh, E. E., & Onifade, S. A. (2020) · Momentum Physics Education Journal · doi:10.21067/mpej.v4i1.3846 · Cited by 4
“This support the findings of (Adegoke, 2010; Ajogbeje et al., 2013; Black et al., 2004; Black & Wiliam, 1998).”
Assessment of Business Programs: A Review of Two Models
Garrett, N., Marques, J. F., & Dhiman, S. (2012) · RePEc: Research Papers in Economics · Cited by 4
Amador, J. M., Gillespie, R., Carson, C. D., et al. (2021) · Professional Development in Education · doi:10.1080/19415257.2021.2013929 · Cited by 4
“Typically, the studio model is structured with a particular learning focus, such as formative assessment (Black et al .”
Teachers’ Self-Efficacy in Assessment in Technology Education
Hartell, E. (2017) · Springer international handbooks of education · doi:10.1007/978-3-319-44687-5_56 · Cited by 4
Lu, C., Minneyfield, A., Jia, M., Lu, J., Yan, Z., Huo, J., Wang, N., Wu, Y., & Brantley, J. (2023) · Journal of Workplace Learning · doi:10.1108/jwl-12-2022-0180 · Cited by 4
A realist evaluation of a London general practitioner trainer course
Knight, L., Page, M., Crampton, P. E. S., et al. (2023) · Education for Primary Care · doi:10.1080/14739879.2023.2241025 · Cited by 4
Zhang, Y., Zhan, Y., Wan, Z. H., & Sun, D. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2262728 · Cited by 4
“Among the fi ve strategies, teacher feedback and adaptive instruction are considered as the core components to make assessments formative (Black et al., 2004; Dini et al., 2020; Hondrich et al., 2016; Stobart, 2008).”
Educating for a Just World: Empowering K-12 Students as Global Democratic Digital Citizens
Hughes, J. M., Robb, J., & Gadanidis, M. (2024) · Journal of Digital Life and Learning · doi:10.51357/jdll.v3i2.240 · Cited by 4
The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect
Ruland, J. W. (2011) · Loyola eCommons (Loyola University of Chicago) · Cited by 4
Horn, G. C. (2009) · Cited by 4
Morris, J., & Stew, G. (2013) · International Journal of Practice-based Learning in Health and Social Care · doi:10.11120/pblh.2013.00006 · Cited by 4
Percepciones de estudiantes sobre la retroalimentación formativa en el proceso de evaluación
López, A. A., & Sánchez, K. O. (2016) · Actualidades Pedagógicas · doi:10.19052/ap.2829 · Cited by 5
Comparisons of Students’ Stress Source in Different Countries
Chang, H., & Wang, W.-M. (2017) · Tamkang University Institutional Repository (TKUIR) · Cited by 4
Assessment for learning in the Maltese state primary classroom : the Blue Creek College case study
Satariano, A. (2015) · OAR@UM (University of Malta) · Cited by 4
McGough, D. J., Bedell, C., & Tinkler, B. E. (2018) · Education Policy Analysis Archives · doi:10.14507/epaa.26.2848 · Cited by 4
Defining Learner Self-Assessment
Papanthymou, A., & Δάρρα, Μ. Δ. (2019) · Journal of Education and Human Development · doi:10.15640/jehd.v8n2a22 · Cited by 4
“…self-assessment as it aims at academic, personal and social improvement (Bailey, 1979), the cultivation of skills such as self-regulation of learners (Paris, S.G. & Paris, A.H., 2001), self-efficacy, self-motivation (Rolheiser & Ross, 2001) and the acquisition of independence (Black et al., 2004).”
BackgroundInfluentialAn Experimental Online Judge System Based on Docker Container for Learning and Teaching Assistance
Han, Y., Zhang, Z., Yuan, B., et al. (2019) · doi:10.1109/smartworld-uic-atc-scalcom-iop-sci.2019.00264 · Cited by 4
“Moreover, it enables students to get more involved in the learning process, especially outside of the class [4].”
BackgroundFormative assessment in foreign countries and in the Czech Republic
Laufková, V. (2017) · e-Pedagogium · doi:10.5507/epd.2017.008 · Cited by 4
Creating an Andragogy for Adult Learning Advantage
Hamlin, M. D. (2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-4516-4.ch009 · Cited by 4
Karimah, H. N., Windyariani, S., & Aliyah, H. (2020) · BIODIK · doi:10.22437/bio.v6i3.9578 · Cited by 5
Lee, J.-E., & Son, J. (2015) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.2979/teachlearninqu.3.1.47 · Cited by 7
Feedback in a Mediated WhatsApp Online Learning: A Case of Indonesian EFL Postgraduate Students
Sugianto, A., Prasetyo, I. A., Andriyani, D., & Nurdiana, E. (2021) · International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS) · doi:10.1109/icimcis53775.2021.9699143 · Cited by 4
Outdoor Becoming Thinking With Data Dewey Derrida Deleuze
Reinertsen, A. B. (2013) · Qualitative Inquiry · doi:10.1177/1077800413489529 · Cited by 4
Teacher’s Assessment for Students’ Learning in Classroom Using Lesson Study and Open Approach
Chaona, S., & Inprasitha, N. (2013) · Psychology · doi:10.4236/psych.2013.412156 · Cited by 4
Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment
Kalinec-Craig, C. A., Prasad, P. V., & Mira, R. V. (2019) · Advances in early childhood and K-12 education · doi:10.4018/978-1-7998-0323-2.ch012 · Cited by 4
Ponnudurai, P., & Ponniah, L. S. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-1435-1.ch004 · Cited by 4
Teacher-Efficacy for using HOTS Pedagogy in the Classroom
Le, L. K. (2013) · Cited by 4
Heitz, L. (2013) · University of North Texas Digital Library (University of North Texas) · doi:10.12794/metadc407820 · Cited by 4
“…critical, and essential elements which must be present in the classroom in order for formative assessment to be effective (Black & Wiliam, 1998; Black & Wiliam, 2003; Black et al., 2004; Cauley & McMillan, 2010; Heritage, 2007; Leahy et al., 2005; McManus, 2008; Stiggins & Chappuis, 2005).”
Ogembo, J. O. (2013) · Kenyatta University Institutional Repository (Kenyatta University) · Cited by 4
Wong, M. W.-Y. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00636-9 · Cited by 4
CLASSROOM ASSESSMENT PRACTICES IN ENGLISH AND MATHEMATICS AT YEARS 5, 7, AND 9
Dunn, K., Strafford, E., & Marston, C. (2003) · Cited by 4
Exploring children’s experiences of NAPLAN: beyond the cacophony of adult debate
Howell, A. (2016) · The University of Queensland · doi:10.14264/uql.2016.186 · Cited by 4
Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education
Utha, K. (2015) · VBN Forskningsportal (Aalborg Universitet) · doi:10.5278/vbn.phd.socsci.00011 · Cited by 3
Teachers’ Self-Efficacy in Assessment in Technology Education
Hartell, E. (2017) · Encyclopedia of earth sciences series/Encyclopedia of earth sciences · doi:10.1007/978-3-319-38889-2_56-1 · Cited by 5
Taylor, M.-A. (2017) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 4
Implementing and managing self assessment procedures
Armstrong, T. (2013) · doi:10.31390/gradschool_theses.3636 · Cited by 6
Micro Policy Making in Schools. Use of National Test Results in a Norwegian Context
Gunnulfsen, A. E. (2018) · NORA - Norwegian Open Research Archives · Cited by 4
Exploring Metacognition in Primary School Classrooms
Branigan, H. (2019) · Stirling Online Research Repository (University of Stirling) · Cited by 4
Perumanathan, P. S. (2014) · Open Access Victoria University of Wellington | Te Herenga Waka (Figshare) · doi:10.26686/wgtn.17006677 · Cited by 4
Survey datasets of VIKKE assessment tool on children's Finnish Sign Language development
Syrj�l�, H., & Kanto, L. (2024) · doi:10.17011/jyx/dataset/94272 · Cited by 5
PLYBOUR, C. (2015) · ScholarWorks - WMU (Western Michigan University) · Cited by 4
The Coherence between Innovative Teaching Methods and Formative Assessment in Higher Education
Vass, V. (2024) · International Journal of Advanced Corporate Learning (iJAC) · doi:10.3991/ijac.v17i3.45657 · Cited by 3
Kepelbagaian Aras Soalan Lisan dalam Pentaksiran Formatif bagi Subjek Geografi
Mutalib, S. A., & Ahmad, J. (2012) · Sains Humanika · doi:10.11113/sh.v59n1.190 · Cited by 3
Kimori, D. (2018) · Journal of Education and Training · doi:10.5296/jet.v6i1.13441 · Cited by 3
Formative Assessment in the English Language Classroom: A Review of Diversity and Complexities
Kaur, K. (2023) · The English Teacher · doi:10.52696/gljp9840 · Cited by 4
FORMATIVE ASSESSMENT AS A FACTOR IN MODERNIZING THE TEACHING NATURAL SCIENCE SUBJECTS
Yaroshenko, O., Коршевнюк, Т., & Ващенко, Л. (2024) · Continuing Professional Education Theory and Practice · doi:10.28925/1609-8595.2024.1.5 · Cited by 3
Earle, S. (2024) · European Journal of Teacher Education · doi:10.1080/02619768.2024.2385047 · Cited by 3
“To be able to pick up on cues about where a pupil needs support, requires knowledge of common difficulties in learning the subject (Black et al. 2004).”
Assessment for learning : enhancing activities to learn Mandarin
Yi, C. (2011) · Cited by 3
PERCEIVED BARRIERS OF INNOVATIVE BANKING AMONGMALAYSIAN RETAIL BANKING CUSTOMERS
Munusamy, J., Annamalah, S., & Chelliah, S. (2012) · The Journal of Internet Banking and Commerce · Cited by 3
Bansilal, S. (2015) · International Journal of Educational Sciences · doi:10.1080/09751122.2015.11917589 · Cited by 3
“on research (Black et al. 2004; Young 2000) suggesting that marks may act as a distractor by moving the teachers’ attention away from the written feedback they were given.”
BackgroundMethodInfluentialSouter, D. H. (2022) · Digital Archive @ GSU · doi:10.57709/1348501 · Cited by 3
Eriksen, H., & Elstad, E. (2019) · Nordisk tidsskrift for utdanning og praksis · doi:10.23865/up.v13.1968 · Cited by 6
The Development of a Scale to Evaluate Foreign Language Skills at Preparatory Schools
Arslan, R. Ş. (2020) · International Journal of Assessment Tools in Education · doi:10.21449/ijate.661025 · Cited by 3
The learning environment in upper secondary school physical education: The student perspective
Laxdal, A. G. (2020) · University of Stavanger eBooks · doi:10.31265/usps.56 · Cited by 3
De fem A’er: En evalueringsmodel for læreprocesser på erhvervsuddannelserne
Tanggaard, L. (2020) · Nordic Journal of Vocational Education and Training · doi:10.3384/njvet.2242-458x.2010317 · Cited by 3
Avaliação em Educação Física: O Que Sabemos? Onde Estamos? Para Onde Queremos Caminhar?
Batista, P. (2019) · doi:10.47863/xmlt9281 · Cited by 3
LİSANSÜSTÜ EĞİTİMDE GERİ BİLDİRİME İLİŞKİN ÖĞRENCİ GÖRÜŞLERİ
YILDIZ, H., Bozpolat, E., & Hazar, E. (2021) · Tarih okulu · doi:10.29228/joh.52445 · Cited by 3
Exploring dialogic assessment in English: an analysis of two lessons
Marshall, B. (2022) · Changing English · doi:10.1080/1358684x.2021.2022977 · Cited by 3
Self-citationFormative evaluation and its impact on personal educational results of students
Chetvertnykh, T. V. (2018) · Vestnik of Orenburg State Pedagogical University Electronic Scientific Journal · doi:10.32516/2303-9922.2018.26.21 · Cited by 3
Forrest, S. (2022) · Journal of Research in International Education · doi:10.1177/14752409221122009 · Cited by 4
Planning for classroom teaching
Atkinson, M., & Bregazzi, R. (2022) · South Sudan Medical Journal · doi:10.4314/ssmj.v15i4.7 · Cited by 3
Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes
Kao, Y. (2023) · Language Learning Journal · doi:10.1080/09571736.2023.2217435 · Cited by 3
“Fourth, Black et al. (2004) promoted the idea of ‘ the formative use of summative tests ’ .”
Influential:null (2023) · Waxmann Verlag GmbH eBooks · doi:10.31244/9783830997498 · Cited by 5
Wang, B., Peng, Y., & Cao, Z. (2024) · Mathematics · doi:10.3390/math12020274 · Cited by 5
Samson, D., & Marongwe, A. D. (2013) · African Journal of Research in Mathematics Science and Technology Education · doi:10.1080/10288457.2013.839153 · Cited by 3
“Since assessments that grade learners tend to ‘emphasize competition rather than personal improvement’ (Black et al., 2004, p. 9) and bearing in mind that ‘assessment feedback often has a negative impact, particularly on low-achieving students’ (Black et al., 2004, p. 9), classroom-based CA that…”
BackgroundTišma, D. М. J. (2016) · Nastava i vaspitanje · doi:10.5937/nasvas1602379j · Cited by 3
Hoo, H.-T., & Hughes, G. (2017) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-56502-0_9 · Cited by 3
Chang, H., & Wang, W.-M. (2017) · AIP conference proceedings · doi:10.1063/1.4981975 · Cited by 3
Relationship between Feedback Types and task persistance: Moderating Effects of Feedback Acceptance
Kam, M. (2017) · Journal of Curriculum and Evaluation · doi:10.29221/jce.2017.20.1.143 · Cited by 3
“피드백 유형은 일반적으로 피드백의 기능에 따라 지시적(directive) 피드백과 촉진적(facilitative) 피드백으로 구분하고 있으며(Black et al., 2004), 피드백이 제시하는 정보의 특성에 따 라 확인(verification)과 정교화(elaboration)의 관점에서 구분하기도 한다(Mason & Bruning, 2001).”
Asola, E. F., & Hodge, S. R. (2021) · Advances in special education · doi:10.1108/s0270-401320210000036011 · Cited by 3
Muho, A., & Leka, K. (2022) · European Journal of Education and Pedagogy · doi:10.24018/ejedu.2022.3.2.238 · Cited by 3
“Many teachers who have tried to develop students' selfassessment skills have found that the first and most difficult task is to enable students to think about their work in terms of targets (Black et al, 2004).”
BackgroundRukli, R., & Ma’rup, M. (2022) · Randwick International of Education and Linguistics Science Journal · doi:10.47175/rielsj.v3i2.476 · Cited by 3
“Assessment is an integral part of the learning process in the classroom (Melland & Volden, 1998, Black et al., 2015).”
BackgroundYabancılara Türkçe Öğretiminde Ölçme ve Değerlendirme: Öğretmen Algıları Üzerine Bir İnceleme
KESİCİ, S. (2022) · Uluslararası Filoloji Bengü · doi:10.29228/filolojibengu.21 · Cited by 3
Kenney, R. H., Lolkus, M., & Maeda, Y. (2023) · Mathematics Teacher Educator · doi:10.5951/mte.2022.0019 · Cited by 3
Feedback na prática letiva: Uma oficina de formação de professores
Fonseca, J. M. B., Carvalho, C., Conboy, J., et al. (2015) · Revista Portuguesa de Educação · doi:10.21814/rpe.7056 · Cited by 3
“…dos alunos com a escola (Carvalho et al., 2011; Conboy & Fonseca, 2009; Fonseca & Conboy, 2006; Fredricks et al., 2004; Schussler, 2009; Verkuyten & Thijs, 2009) e a importância do feedback do professor na qualidade da relação entre professores e alunos (Black & Wiliam, 1998; Black et al., 2002).”
BackgroundStudent and Program Assessment: Assessment Literacy, the Basis for Student Assessment
Torrie, M., & Buren, J. B. V. (2008) · Cited by 3
Teachers as mediators: Formative practices with assessment criteria and standards
Dargusch, J. (2014) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651948 · Cited by 3
“Other researchers proposed that criteria need to be transparent to be used for improvement purposes (Black et al., 2004; Frederiksen & Collins, 1989; Shepard, 2000), with strong connections made between clear and transparent assessment criteria and learning and student self-assessment (Black, Harrison, Lee & Wiliam, 2…”
BackgroundComputerized class management software: teachers' views and assessment
Raichel, N. (2013) · Journal of Organizational Change Management · doi:10.1108/jocm-05-2011-0051 · Cited by 3
Matovu, M., & Zubairi, A. M. (2014) · Mevlana International Journal of Education · doi:10.13054/mije.13.57.4.1 · Cited by 3
Roles of research in the professional development of mathematics teachers
Geest, E. D. (2010) · Cited by 3
Use of Cognitive Organisers as a Self Regulated Learning Strategy.
Tan, K. S., Dawson, V., & Venville, G. J. (2008) · ANU Open Research (Australian National University) · Cited by 3
Keeping learning on track: integrating assessment with instruction 12
Wiliam, D. (2004) · Cited by 3
Self-citationChanging Assessment Practices in Science Classrooms
Harrison, C. (2013) · Springer eBooks · doi:10.1007/978-94-007-6668-6_18 · Cited by 3
Self-citationOlson, J., Im, S., Slovin, H., et al. (2010) · Cited by 3
More Than Good Intentions: Policy and Assessment for Learning in Scotland
Spencer, E., & Hayward, L. (2016) · The enabling power of assessment · doi:10.1007/978-3-319-39211-0_7 · Cited by 3
Mok, M. M. C., & Lee, W. O. (2017) · Education in the Asia-Pacific region · doi:10.1007/978-981-10-3654-5_32 · Cited by 3
Rhoades, E. A. (2013) · The Volta Review · doi:10.17955/tvr.113.1.727 · Cited by 3
Characterising formative assessment practices in the mathematics classes
Low, J., Shahrıll, M., Perera, J. S. H. Q., & Prahmana, R. C. I. (2018) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1088/1/012015 · Cited by 3
Consumer Acceptance of Online Banking: Application of Technology Acceptance Model
Zaman, S. (2018) · IBT Journal of Business Studies · doi:10.46745/ilma.jbs.2018.14.02.04 · Cited by 4
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
