Formative assessment: What do teachers need to know and do?

Phi Delta Kappan

Volumn 89, Issue 2, 2007, Pages 140-145

  Heritage, Margaret ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35648945902     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170708900210     Document Type: Review

References (17)

1. Dylan Wiliam and Marnie Thompson, "Integrating Assessment with Learning: What Will It Take to Make It Work?," in Carol A. Dwyer, ed., The Future of Assessment: Shaping, Teaching andLearning (Mahwah, N.J.: Erlbaum, 2006).
2. Richard J. Stiggins, "Assessment Crisis: The Absence of Assessment FOR Learning," Phi Delta Kappan, June 2002, pp. 758-65.
3. Paul Black and Dylan Wiliam, "Assessment and Classroom Learning," Assessment in Education: Principles, Policy and Practice, vol. 5, November 1998, pp. 7-73.
4. Richard J. Shavelson, "On the Integration of Formative Assessment in Teaching and Learning with Implications for Teacher Education," paper prepared for the Stanford Education Assessment Laboratory and the University of Hawaii Curriculum Research and Development Group, 2006, available at www.stanford.edu/dept/SUSE/SEAL.
5. H. Margaret Heritage, Norma Silva, and Mary Pierce, "Academic Language: A View from the Classroom," in Alison L. Bailey, ed., Language Demands of Students Learning English in School: Putting Academic Language to the Test (New Haven, Conn.: Yale University Press, 2006).
6. Paul Black et al., Assessment for Learning: Putting It into Practice (New York: Open University Press, 2003).
7. H. Margaret Heritage and David Niemi, "Toward a Framework for Using Student Mathematical Representations as Formative Assessments," Educational Assessment, vol. 11, 2006, pp. 265-82;
8. and Pamela Aschbacher and Alicia Alonzo, "Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes," Educational Assessment, vol. 11, 2006, pp. 179-203.
9. D. Royce Sadler, "Formative Assessment and the Design of Instructional Systems," Instructional Science, vol. 18, 1989, p. 130.
10. Lev Vygotsky, Mind in Society (Cambridge, Mass.: Harvard University Press, 1978);
11. and idem, Thought and Language (Cambridge, Mass.: MIT Press, 1986).
12. David Wood, Jerome Bruner, and Gail Ross, "The Role of Tutoring in Problem Solving," Journal of Child Psychology and Psychiatry, vol. 17, 1976, pp. 89-100.
13. Assessment Reform Group, Assessment for Learning: Beyond the Black Box (Cambridge: University of Cambridge, School of Education, 1999).
14. Ibid.
15. Shirley Clarke, Formative Assessment in the Secondary Classroom (London: Hodder Murray, 2005).
16. Wynne Harlen, "The Role of Assessment in Developing Motivation for Learning," in John Gardner, ed., Assessment and Learning (London: SAGE, 2006), pp. 61-80.
17. Gordon Stobart, "The Validity of Formative Assessment," in Gardner, pp. 133-46.