Formative assessment: What do teachers need to know and do?
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Existing theoretical models are only partially based on empirical evidence.
“and (2) are only partially based on empirical evidence”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Heritage, 2007
Existing theoretical models focus on either AfL or DBDM approaches to formative assessment.
“these models (1) focus on either AfL or DBDM approaches to formative assessment”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Heritage, 2007
Several theoretical models have provided insights into what factors may be of importance for formative assessment.
“Although several theoretical models have provided insights into what factors may be of importance”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Heritage, 2007
Cited by
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
Kippers, W. B., Wolterinck, C. H. D., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.06.015 · Cited by 119 · see citing works
How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?
Vanlommel, K., & Schildkamp, K. (2019) · American Educational Research Journal · doi:10.3102/0002831218803891 · Cited by 79 · see citing works
Pan, S. C., & Carpenter, S. K. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09814-5 · Cited by 60 · see citing works
Analytics of learner-centered feedback: A large-scale case study in higher education
Aldino, A. A., Tsai, Y.-S., Gupte, S., Henderson, M., Nath, D., Gašević, D., & Chen, G. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105360 · Cited by 19 · see citing works
- Authors
- Heritage, M.
- Corresponding author
- Heritage, Margaret
- ORCID
- Heritage, Margaret
- Venue
- Phi Delta Kappan
- Publisher
- SAGE Publications
- Published
- 2007-10
- Volume
- 89
- Issue
- 2
- Pages
- 140-145
- ISSN
- 0031-7217 (ISSN-L)
- 1940-6487
- OpenAlex
- W4251625663
- Cited by
- 339
- References
- 0
- Citations by year
- 2026: 16 · 2025: 20 · 2024: 24 · 2023: 31 · 2022: 15 · 2021: 26 · 2020: 26 · 2019: 55 · 2018: 24 · 2017: 20 · 2016: 19 · 2015: 20 · 2014: 13 · 2013: 10 · 2012: 10
- FWCI
- 10.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Phi Delta Kappan (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- formative assessment, teacher knowledge, classroom assessment, instructional practices, student learning
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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.
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