Handbook of Formative Assessment in the Disciplines
Abstract
"The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement"--
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Formative assessment and assessment for learning (AfL) share the same central aim: to improve student learning through the systematic use of assessment evidence to guide instructional decisions and support learner improvement.
“Both formative assessment and AfL share the same central aim: to improve student learning through the systematic use of assessment evidence to guide instructional decisions and support learner improvement [17][18][19][20][21][22].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [18]
Feedback is discipline-specific.
“Given that feedback is discipline-specific (Andrade et al., 2019), research is also needed on how responses to feedback differ by discipline and grade level.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Andrade et al., 2019
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546 · see citing works
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787 · see citing works
National Council of Teachers of Mathematics
(1979) · Mathematics Teacher Learning and Teaching PK-12 · doi:10.5951/mt.72.8.0637 · Cited by 8,512 · see citing works
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 3× · see citing works
“The associations between self-regulated learning and formative assessment have been acknowledged for many years: Black and Wiliam (1998b) described these associations in their early writing on formative assessment; since that time, scholars have since mined the similarities between formative…”
BackgroundInfluentialRedefining teaching, re-imagining teacher education
Grossman, P., Hammerness, K., & McDonald, M. (2009) · Teachers and Teaching · doi:10.1080/13540600902875340 · Cited by 1,759 · see citing works
(2003) · Cited by 1,586 · see citing works
Stein, M. K., Grover, B. W., & Henningsen, M. A. (1996) · American Educational Research Journal · doi:10.3102/00028312033002455 · Cited by 1,261 · see citing works
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008) · Mathematical Thinking and Learning · doi:10.1080/10986060802229675 · Cited by 1,222 · see citing works
Engle, R. A., & Conant, F. R. (2002) · Cognition and Instruction · doi:10.1207/s1532690xci2004_1 · Cited by 1,165 · see citing works
Diagnostic Models for Procedural Bugs in Basic Mathematical Skills*
Brown, J. S., & Burton, R. R. (1978) · Cognitive Science · doi:10.1207/s15516709cog0202_4 · Cited by 1,115 · see citing works
Henningsen, M., & Stein, M. K. (1997) · Journal for Research in Mathematics Education · doi:10.2307/749690 · Cited by 884 · see citing works
A Review of the Research on Student Conceptions in Mathematics, Science, and Programming
Confrey, J. (1990) · Review of Research in Education · doi:10.2307/1167350 · Cited by 382 · see citing works
Theory of didactical situations in mathematics : didactique des mathématiques (1970-1990)
Brousseau, G. (1997) · Thammasat University Digital Collections · Cited by 357 · see citing works
Purposes and Methods of Research in Mathematics Education
Schoenfeld, A. H. (2005) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47231-7_22 · Cited by 160 · see citing works
The Real World and Mathematics
Pollak, H. O., & Burkhardt, H. (1983) · The Two-Year College Mathematics Journal · doi:10.2307/3026656 · Cited by 63 · see citing works
Some experiments in diagnostic teaching
Bell, A. (1993) · Educational Studies in Mathematics · doi:10.1007/bf01273297 · Cited by 52 · see citing works
Uses of video in understanding and improving mathematical thinking and teaching
Schoenfeld, A. H. (2017) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-017-9381-3 · Cited by 36 · see citing works
Kim, H.-J. (2017) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-017-9866-7 · Cited by 28 · see citing works
A REVIEW OF RESEARCH ON THE MISCONCEPTIONS IN MATHEMATICS EDUCATION
Ay, Y. (2017) · Cited by 27 · see citing works
Lesson Design for Formative Assessment
Swan, M., & Burkhardt, H. (2014) · Nottingham ePrints (University of Nottingham) · Cited by 21 · see citing works
Improving the Alignment Between Values, Principles and Classroom Realities
Swan, M. (2013) · Advances in mathematics education · doi:10.1007/978-94-007-7560-2_29 · Cited by 7 · see citing works
Methodological Issues in Research and Development
Burkhardt, H. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-299-0_13 · Cited by 7 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
A critical review of the arguments against the use of rubrics
Panadero, E., & Jonsson, A. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100329 · Cited by 191 · see citing works
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71 · see citing works
Self-citationKearney, C. A. (2021) · Child & Youth Care Forum · doi:10.1007/s10566-020-09591-0 · Cited by 51 · see citing works
- Authors
- Andrade, H., Bennett, R. E., & Cizek, G. J.
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2019-05-14
- OpenAlex
- W2998965606
- Cited by
- 98
- References
- 22
- Citations by year
- 2026: 10 · 2025: 11 · 2024: 12 · 2023: 22 · 2022: 17 · 2021: 16 · 2020: 7 · 2019: 3
- FWCI
- 18.58
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- 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 Pedagogy
- Keywords
- formative assessment, measurement principles, student self-regulation, student involvement, teacher professional development, initial teacher education, continuing teacher education, large-scale testing, teaching and learning improvement
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.
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
