Assessment for Learning¶
Black, P., Harrison, Lee, Marshall, & Wiliam, D. (2003). Assessment for Learning: Putting It into Practice. Open University Press.
Cited by¶
1 citation across 1 artifact.
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Primes¶
- Formative Assessment
- The practice presumes (a) clarity about what students are intended to learn (articulated learning intentions and success criteria); (b) pedagogical techniques for eliciting evidence of current student understanding (targeted questions, hinge-point items, exit tickets, think-alouds, written explanations, problem attempts); © teacher capacity to interpret elicited evidence in real time and use it to make instructional decisions; (d) instructional flexibility — the curriculum and classroom structures must permit adjustment based on elicited evidence; and (e) feedback practices that tell students what to do to improve, not merely what is wrong, as Black, Harrison, Lee, Marshall, and Wiliam (2003) document in their Assessment for Learning: Putting It into Practice monograph reporting the King's-Medway-Oxfordshire Formative Assessment Project.
This sourceReports the King's-Medway-Oxfordshire Formative Assessment Project (KMOFAP) and the structural preconditions (learning intentions, hinge questions, comment-only marking, peer/self-assessment) for achievement gains.
- The practice presumes (a) clarity about what students are intended to learn (articulated learning intentions and success criteria); (b) pedagogical techniques for eliciting evidence of current student understanding (targeted questions, hinge-point items, exit tickets, think-alouds, written explanations, problem attempts); © teacher capacity to interpret elicited evidence in real time and use it to make instructional decisions; (d) instructional flexibility — the curriculum and classroom structures must permit adjustment based on elicited evidence; and (e) feedback practices that tell students what to do to improve, not merely what is wrong, as Black, Harrison, Lee, Marshall, and Wiliam (2003) document in their Assessment for Learning: Putting It into Practice monograph reporting the King's-Medway-Oxfordshire Formative Assessment Project.
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