Assessment and Classroom Learning Assessment and Classroom Learning. Black, P. & Wiliam, D. Volume 5 , 2006. arXiv: cond-mat/0402594v3 Publication Title: Assessment Issue: January 2012 ISSN: 0969-594Xdoi abstract bibtex This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
@book{black_assessment_2006,
title = {Assessment and {Classroom} {Learning} {Assessment} and {Classroom} {Learning}},
volume = {5},
isbn = {0-9695959-8-0},
abstract = {This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.},
author = {Black, Paul and Wiliam, Dylan},
year = {2006},
pmid = {725610},
doi = {10.1080/0969595980050102},
note = {arXiv: cond-mat/0402594v3
Publication Title: Assessment
Issue: January 2012
ISSN: 0969-594X},
}
Downloads: 0
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