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
Citations
Cites
A theory of social comparison processes
Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926
(1999) · Cited by 12,812
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
The New Meaning of Educational Change
Fullan, M. (2001) · doi:10.4324/9780203986561 · Cited by 4,373
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
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Cited by
Sorted by citations
Defining Twenty-First Century Skills
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012) · Assessment and Teaching of 21st Century Skills · doi:10.1007/978-94-007-2324-5_2 · Cited by 1,809
What Is Inquiry-Based Science Teaching and Learning?
Constantinou, C. P., Tsivitanidou, O., & Rybska, E. (2018) · Contributions from science education research · doi:10.1007/978-3-319-91406-0_1 · Cited by 236
Nurturing Creativity in Education
Collard, P., & Looney, J. (2014) · European Journal of Education · doi:10.1111/ejed.12090 · Cited by 201
Developing High‐Quality Teachers: teacher evaluation for improvement
Looney, J. (2011) · European Journal of Education · doi:10.1111/j.1465-3435.2011.01492.x · Cited by 134
Brain Research, Learning and Emotions: implications for education research, policy and practice 1
Hinton, C., Miyamoto, K., & Della-Chiesa, B. (2008) · European Journal of Education · doi:10.1111/j.1465-3435.2007.00336.x · Cited by 141
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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