Working inside the black box: Assessment for learning in the classroom

Phi Delta Kappan

Volumn 86, Issue 1, 2004, Pages 8-21

  Black, Paul ^a   Harrison, Christine ^d   Lee, Clare ^b   Marshall, Bethan ^a   Wiliam, Dylan ^c  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b WARWICKSHIRE COUNTY COUNCIL   (United Kingdom)

^c EDUCATIONAL TESTING SERVICE   (United States)

^d NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4644319589     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408600105     Document Type: Review

References (16)

1. Paul Black and Dylan Wiliam, "Assessment and Classroom Learning," Assessment in Education, March 1998, pp. 7-71.
2. Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam, Assessment for Learning: Putting It into Practice (Buckingham, U.K.: Open University Press, 2003).
3. Mary Budd Rowe, "Wait Time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control," Journal of Research in Science Teaching, vol. 11, 1974, pp. 81-94.
4. Ruth Butler, "Enhancing and Undermining Intrinsic Motivation; The Effects of Task-Involving and Ego-Involving Evaluation on Interest and Performance," British Journal of Educational Psychology, vol. 58, 1988, pp. 1-14.
5. Royce Sadler, "Formative Assessment and the Design of Instructional Systems," Instructional Science, vol. 18, 1989, pp. 119-44.
6. Royce Sadler, "Formative Assessment: Revisiting the Territory," Assessment in Education, vol. 5, 1998, pp. 77-84.
7. See, for example, Paul W. Foos, Joseph J. Mora, and Sharon Tkacz, "Student Study Techniques and the Generation Effect," Journal of Educational Psychology, vol. 86, 1994, pp. 567-76; and Alison King, "Facilitating Elaborative Learning Through Guided Student-Generated Questioning," Educational Psychologist, vol. 27, 1992, pp. 111-26.
8. See, for example, Paul W. Foos, Joseph J. Mora, and Sharon Tkacz, "Student Study Techniques and the Generation Effect," Journal of Educational Psychology, vol. 86, 1994, pp. 567-76; and Alison King, "Facilitating Elaborative Learning Through Guided Student-Generated Questioning," Educational Psychologist, vol. 27, 1992, pp. 111-26.
9. See, for example, Mike Askew et al., Effective Teachers of Numeracy: Final Report (London: King's College London, School of Education, 1997). In this study, there was no correlation between the progress made by elementary school students in arithmetic and the highest level of mathematics studied by the teacher. Indeed, there was a nonsignificant negative correlation between the two. The students who made the most progress were taught by teachers without high levels of subject knowledge, but who emphasized the connections between mathematics concepts.
10. Sadler, "Formative Assessment and the Design of Instructional Systems."
11. Richard S. Newman and Mahna T. Schwager, "Students' Help Seeking During Problem Solving: Effects of Grade, Goal, and Prior Achievement," American Educational Research Journal, vol. 32, 1995, pp. 352-76.
12. Ruth Butler, "Task-Involving and Ego-Involving Properties of Evaluation: Effects of Different Feedback Conditions on Motivational Perceptions, Interest, and Performance," Journal of Educational Psychology, vol. 79, 1987, pp. 474-82.
13. Rhonda G. Craven, Herbert W. Marsh, and Raymond L. Debus, "Effects of Internally Focused Feedback on Enhancement of Academic SelfConcept," Journal of Educational Psychology, vol. 83, 1991, pp. 17-27.
14. Avraham N. Kluger and Angelo DeNisi, "The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory," Psychological Bulletin, vol. 119, 1996, pp. 254-84.
15. Carol S. Dweck, "Motivational Processes Affecting Learning," American Psychologist (Special Issue: Psychological Science and Education), vol. 41, 1986, pp. 1040-48.
16. Carol S. Dweck, Self-Theories: Their Role in Motivation, Personality, and Development (Philadelphia: Psychology Press, 2000).