Assessment and classroom learning¶
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Cited by¶
4 citations across 4 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Differentiated Instruction
- Black and Wiliam's (1998) Inside the Black Box analysis grounds the answer in formative-assessment evidence — the diagnostic feedback loop that makes responsive differentiation possible.
This sourceReview of 250+ studies showing that strengthening the formative-assessment feedback channel produces substantial learning gains; cited as the evidentiary basis for the diagnostic feedback loop underlying responsive differentiation.
- Black and Wiliam's (1998) Inside the Black Box analysis grounds the answer in formative-assessment evidence — the diagnostic feedback loop that makes responsive differentiation possible.
- Formative Assessment
- Paul Black and Dylan Wiliam's influential synthesis in Assessment in Education (Black & Wiliam, 1998a) framed formative assessment as "assessment for learning" in contrast to summative "assessment of learning," and their subsequent work with the Assessment Reform Group has established formative assessment as one of the most empirically-validated instructional practices — with effect sizes on student achievement of 0.4-0.7 standard deviations when implemented well.
This sourceFoundational review of the classroom-formative-assessment literature establishing substantial learning gains from strengthened feedback; introduces 'assessment for learning.'
- Paul Black and Dylan Wiliam's influential synthesis in Assessment in Education (Black & Wiliam, 1998a) framed formative assessment as "assessment for learning" in contrast to summative "assessment of learning," and their subsequent work with the Assessment Reform Group has established formative assessment as one of the most empirically-validated instructional practices — with effect sizes on student achievement of 0.4-0.7 standard deviations when implemented well.
- Pedagogy
- The feedback-channel role in particular carries disproportionate weight: Black and Wiliam's (1998) meta-analytic synthesis showed that strengthening the formative-assessment channel — the mechanism through which observed learner state revises the next intervention step — produced effect sizes well clear of those from comparable content-side or sequencing-side adjustments.
This sourceMeta-analytic synthesis of 250+ studies showing that strengthening the formative-assessment channel — the mechanism through which observed learner state revises the next intervention step — produces effect sizes well clear of those from comparable content-side or sequencing-side adjustments.
- The feedback-channel role in particular carries disproportionate weight: Black and Wiliam's (1998) meta-analytic synthesis showed that strengthening the formative-assessment channel — the mechanism through which observed learner state revises the next intervention step — produced effect sizes well clear of those from comparable content-side or sequencing-side adjustments.
Mechanisms¶
- Learning Remediation Loop
- By diagnosing the specific wrong rule, it avoids the trap of assigning more of the very practice that is doing the damage; formative assessment used to redirect instruction, not just to grade, is exactly this loop.
This sourceReviews formative assessment as feedback used to adapt teaching and improve learning rather than merely grade performance.
- By diagnosing the specific wrong rule, it avoids the trap of assigning more of the very practice that is doing the damage; formative assessment used to redirect instruction, not just to grade, is exactly this loop.
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