Inside the Black Box¶
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
Cited by¶
1 citation across 1 artifact.
Primes¶
- Formative Assessment
- … 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.
Supported in partVerified against the publisher's abstract
The abstract asserts that classroom formative assessment can raise achievement, which backs the qualitative frame of the claim but says nothing about the 0.4-0.7 SD effect sizes.
“Formative assessment is an essential component of classroom work and can raise student achievement.”
- … 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.
Verification¶
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Does it back the claim? Read against the text for 1 of 1 citation: 1 supported in part. Each verdict is shown under its citation below, with what in the work backs the sentence.
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Registry ID ref:fe381e197d39 · see in the full table