Teachers Developing Assessment for Learning¶
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers Developing Assessment for Learning: Impact on Student Achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65.
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Primes¶
- Formative Assessment
- Structurally, formative assessment involves: articulation of learning targets; elicitation design (planning what evidence to gather and when); evidence collection (formal or informal, oral or written, individual or group); interpretation of evidence (diagnosing what the student or class currently understands and what misconceptions or gaps exist); feedback provision (to the teacher's own instructional decisions and to students for their subsequent work); and instructional adjustment (re-teaching, reassignment, small-group work, individual conferencing, scaffolding density changes), a process Wiliam, Lee, Harrison, and Black (2004) examined empirically in classrooms where teachers enacted these structural elements as a coherent system.
This sourceEmpirical study (teachers in 6 schools) showing students of teachers enacting formative-assessment elements gained ~0.3 SD (d=.32) over comparison classes.
- Structurally, formative assessment involves: articulation of learning targets; elicitation design (planning what evidence to gather and when); evidence collection (formal or informal, oral or written, individual or group); interpretation of evidence (diagnosing what the student or class currently understands and what misconceptions or gaps exist); feedback provision (to the teacher's own instructional decisions and to students for their subsequent work); and instructional adjustment (re-teaching, reassignment, small-group work, individual conferencing, scaffolding density changes), a process Wiliam, Lee, Harrison, and Black (2004) examined empirically in classrooms where teachers enacted these structural elements as a coherent system.
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