Teachers' and students' roles in formative assessment

This digest found in

Authors

Wiliam, D., Lee, C., Harrison, C. and Black , P. (with Marshall, B. for Article 2)

Publisher

Article 1: Assessment in Education, vol.11 no.1 March 2004 [Original Title: Teachers developing assessment for learning: impact on student achievement]

Article 2: London: King’s College, Department of Education and Professional Studies [Original Title: Working inside the black box]

Introduction

How can we improve formative assessment - what works?

Formative assessment involves a combination of activities aimed at targeting teacher and student actions increasingly precisely upon the next steps in learning for individuals. It involves dialogue that provides information about students' understandings that helps teachers and students interpret the effectiveness of the activity and tailor subsequent activities using that knowledge. Activities that contribute to formative assessment include different approaches to detailed feedback, teacher questioning and peer and self assessment in the light of learning goals and explicit criteria.

More details about formative assessment are provided in the GTC's Research of the Month summary of 'Inside the Black Box' by Paul Black and Dylan Wiliam. See 'Raising standards through classroom assessment'

Recent research studies have highlighted the value of formative assessment in helping raise pupils' attainment (e.g. Black and Wiliam, 1998a). Although the original work revealed clear messages about what was needed there was little or no exemplification of the strategies. The two studies which are the subject of this digest set out to evaluate and illustrate formative assessment methods in secondary schools in England. The digest is based on the findings and processes described in the first article which focuses on the quantitative evidence of learning gains among the students who experienced the intervention. This information is supplemented in places by extra detail about the process from the second article which is a synthesis of research and development studies which are published elsewhere (see Where can I find out more?)The digest also draws on some of the material in these other articles when appropriate.

Keywords
UK; Key Stage 3; Key Stage 4; Formative assessment; Learning strategies; Mathematics; Science; Teaching styles; Secondary schools; Assessment

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Assessment for Learning > Teachers' and students' roles in formative assessment
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Who was involved and what did they do? What gains did the students make and how were they measured? What did teachers and students report? How can we make questioning more effective? What sort of marking and grading really helps students' learning? How did teachers involve students in peer- and self-assessment? How did teachers make formative use of summative testing? How did teachers' practice change and what challenges remain? What are the implications of this research for practitioners? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Teachers' and students' roles in formative assessment This digest found in Assessment for Learning Send to a friend Word doc 80KB Printer friendly Collate for later Authors Wiliam, D., Lee, C., Harrison, C. and Black , P. (with Marshall, B. for Article 2) Publisher Article 1: Assessment in Education, vol.11 no.1 March 2004 [Original Title: Teachers developing assessment for learning: impact on student achievement] Article 2: London: King’s College, Department of Education and Professional Studies [Original Title: Working inside the black box] Introduction How can we improve formative assessment - what works? Formative assessment involves a combination of activities aimed at targeting teacher and student actions increasingly precisely upon the next steps in learning for individuals. It involves dialogue that provides information about students' understandings that helps teachers and students interpret the effectiveness of the activity and tailor subsequent activities using that knowledge. Activities that contribute to formative assessment include different approaches to detailed feedback, teacher questioning and peer and self assessment in the light of learning goals and explicit criteria. More details about formative assessment are provided in the GTC's Research of the Month summary of 'Inside the Black Box' by Paul Black and Dylan Wiliam. See 'Raising standards through classroom assessment' Recent research studies have highlighted the value of formative assessment in helping raise pupils' attainment (e.g. Black and Wiliam, 1998a). Although the original work revealed clear messages about what was needed there was little or no exemplification of the strategies. The two studies which are the subject of this digest set out to evaluate and illustrate formative assessment methods in secondary schools in England. The digest is based on the findings and processes described in the first article which focuses on the quantitative evidence of learning gains among the students who experienced the intervention. This information is supplemented in places by extra detail about the process from the second article which is a synthesis of research and development studies which are published elsewhere (see Where can I find out more?)The digest also draws on some of the material in these other articles when appropriate. Keywords UK; Key Stage 3; Key Stage 4; Formative assessment; Learning strategies; Mathematics; Science; Teaching styles; Secondary schools; Assessment