The DOI matches its Crossref record; 62 of the 63 references it cites were found in a registry or an index.
Formative Assessment: Improving Learning in Secondary Classrooms
Abstract
This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching. It examines such issues as benefits and barriers for using formative assessment, policy frameworks and implications, and formative assessment in practice. Achievement gains attributed to formative assessment are reported as being quite high, but it is not yet practiced systematically. This book makes the case for use of formative assessment and shows how it can be put into practice.
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“the consistent findings across different contexts seem to show that leaving more substantial wait time may be a challenge for most teachers.”
From Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view (2023) · cites this paper as OECD, 2005
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Metadata
- Authors
- OECD
- Corresponding author
- OECD
- Venue
- OECD eBooks
- Publisher
- OECD
- Published
- 2005-01-25
- OpenAlex
- W4247589335
- Cited by
- 123
- References
- 63
- Citations by year
- 2026: 9 · 2025: 4 · 2024: 4 · 2023: 11 · 2022: 2 · 2021: 6 · 2020: 5 · 2019: 3 · 2018: 6 · 2017: 1 · 2016: 5 · 2015: 52 · 2014: 1 · 2013: 4 · 2012: 2
- FWCI
- 2.00
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- OECD eBooks (publishedVersion)
- Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- formative assessment, student progress monitoring, learning needs, teaching practice, secondary schools, achievement gains
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