From teachers to schools: Scaling up professional development for formative assessment

Assessment and Learning

Volumn , Issue , 2012, Pages 49-71

  Leahy, Siobhan ^a   Wiliam, Dylan ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84950265948     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446250808.n4     Document Type: Chapter

References (57)

1. Allal, L. and Lopez, L.M. (2005) ‘Formative assessment of learning: a review of publications in French’, in J. Looney (ed.), Formative Assessment: Improving Learning in Secondary Classrooms. Paris, France: Organisation for Economic Cooperation and Development. pp. 241-64.
2. Bangert-Drowns, R.L., Kulik, C-L.C., Kulik, J.A., and Morgan, M. (1991) ‘The instructional effect of feedback in test-like events’, Review of Educational Research, 61(2): 213-38.
3. Black, H. (1986) ‘Assessment for learning’, in D. Nuttall (ed.), Assessing Educational Achievement. London, UK: Falmer. pp. 7-18.
4. Black, P. and Harrison, C. (2002) Science Inside the Black Box: Assessment for Learning in the Science Classroom. London, UK: King’s College London Department of Education and Professional Studies.
5. Black, P.J. and Wiliam, D. (1998) ‘Assessment and classroom learning’, Assessment in Education: Principles, Policy and Practice, 5(1): 7-73.
6. Black, P.J. and Wiliam, D. (2009) ‘Developing the theory of formative assessment’. Educational Assessment, Evaluation and Accountability, 21(1): 5-31.
7. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning: Putting it into Practice. Buckingham, UK: Open University Press.
8. Bloom, B.S. (1969) ‘Some theoretical issues relating to educational evaluation’, in R.W. Tyler (ed.), Educational Evaluation: New Roles, New Means: The 68th Yearbook of the National Society for the Study of Education (Part II), Vol. 68(2), Chicago, IL: University of Chicago Press. pp. 26-50.
9. Boekaerts, M. (2006) ‘Self-regulation and effort investment’, in K.A. Renninger and I.E. Sigel (eds), Handbook of Child Psychology, Volume 4: Child Psychology in Practice (6th edn). New York, NY: Wiley. pp. 345-77.
10. Broadfoot, P.M., Daugherty, R., Gardner, J., Gipps, C.V., Harlen, W., James, M. and Stobart, G. (1999) Assessment for Learning: Beyond the Black Box. Cambridge, UK: University of Cambridge School of Education.
11. Brookhart, S.M. (2004) ‘Classroom assessment: tensions and intersections in theory and practice’, Teachers College Record, 106(3): 429-58.
12. Brookhart, S.M. (2007) ‘Expanding views about formative classroom assessment: a review of the literature’, in J.H. McMillan (ed.), Formative Classroom Assessment: Theory into Practice. New York, NY: Teachers College Press. pp. 43-62.
13. Brown, A.L. and Campione, J.C. (1996) ‘Psychological theory and the design of innovative learning environments: on procedures, principles, and systems’, in L. Schauble and R. Glaser (eds), Innovations in Learning: New Environments for Education. Hillsdale, NJ: Lawrence Erlbaum Associates. pp. 291-2.
14. Ciofalo, J. and Leahy, S. (2006) ‘Personal action plans: helping to adapt and modify techniques’, paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
15. Clymer, J.B. and Wiliam, D. (2006/2007) ‘Improving the way we grade science’, Educational Leadership, 64(4): 36-42.
16. Crooks, T.J. (1988) ‘The impact of classroom evaluation practices on students’, Review of Educational Research, 58(4): 438-81.
17. Dempster, F.N. (1991) ‘Synthesis of research on reviews and tests’, Educational Leadership, 48(7): 71-6.
18. Dempster, F.N. (1992) ‘Using tests to promote learning: a neglected classroom resource’, Journal of Research and Development in Education, 25(4): 213-17.
19. DuFour, R., DuFour, R., Eaker, R. and Many, T. (2005) Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IL: Solution Tree.
20. Elshout-Mohr, M. (1994) ‘Feedback in self-instruction’, European Education, 26(2): 58-73.
21. Fuchs, L.S. and Fuchs, D. (1986) ‘Effects of systematic formative evaluation - a meta-analysis’, Exceptional Children, 53(3): 199-208.
22. Gawande, A. (2007) Better: A Surgeon’s Notes on Performance. London, UK: Profile Books.
23. Ginsburg, H.P. (2001) The Mellon Literacy Project: What does it Teach Us about Educational Research, Practice, and Sustainability? New York, NY: Russell Sage Foundation.
24. Gipps, C.V. and Stobart, G. (1997) Assessment: A Teacher’s Guide to the Issues (3rd edn). London, UK: Hodder and Stoughton.
25. Goe, L. and Bridgeman, B. (2006) ‘Effects of focus on standards on academic performance’, unpublished report, Princeton, NJ, Educational Testing Service.
26. Grossman, P., Wineburg, S. and Woolworth, S. (2000) What Makes Teacher Community Different from a Gathering of Teachers? Seattle, WA: University of Washington Center for the Study of Teaching and Policy.
27. Hattie, J. and Timperley, H. (2007) ‘The power of feedback’, Review of Educational Research, 77(1): 81-112.
28. Hayes, V.P. (2003) ‘Using pupil self-evaluation within the formative assessment paradigm as a pedagogical tool’, unpublished EdD thesis, University of London.
29. Hodgen, J. and Wiliam, D. (2006) Mathematics Inside the Black Box: Assessment for Learning in the Mathematics Classroom. London, UK: NFER-Nelson.
30. James, M. (1992) ‘Assessment for learning’, paper presented at the Annual Conference of the Association for Supervision and Curriculum Development (assembly session on ‘Critique of Reforms in Assessment and Testing in Britain’) held at New Orleans, LA. Cambridge, UK: University of Cambridge Institute of Education.
31. Jones, J. and Wiliam, D. (2007) Modern Foreign Languages Inside the Black Box: Assessment for Learning in the Modern Foreign Languages Classroom. London, UK: Granada.
32. Kluger, A.N. and DeNisi, A. (1996) ‘The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory’, Psychological Bulletin, 119(2): 254-84.
33. Köller, O. (2005) ‘Formative assessment in classrooms: a review of the empirical German literature’, in J. Looney (ed.), Formative Assessment: Improving Learning in Secondary Classrooms. Paris, France: Organisation for Economic Cooperation and Development. pp. 265-79.
34. Leahy, S. and Wiliam, D. (2009) Embedding Assessment for Learning - a Professional Development Pack. London, UK: Specialist Schools and Academies Trust. Available at: https://www.schoolsnetwork.org.uk/pages/default.aspx
35. Leahy, S. and Wiliam, D. (2010) Embedding Assessment for Learning - Pack 2. London, UK: Specialist Schools and Academies Trust. Available at: https://www.schoolsnetwork.org.uk/pages/default.aspx
36. Maher, J. and Wiliam, D. (2007) ‘Keeping learning on track in new teacher induction’, paper presented at the Symposium entitled ‘Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts’ at the annual conference of the American Educational Research Association held at Chicago, IL.
37. Natriello, G. (1987) ‘The impact of evaluation processes on students’, Educational Psychologist, 22(2): 155-75.
38. Nyquist, J.B. (2003) ‘The benefits of reconstructing feedback as a larger system of formative assessment: a meta-analysis’, unpublished MSc, Vanderbilt University.
39. Popham, W.J. (2006) ‘Phony formative assessments: buyer beware!', Educational Leadership, 64(3): 86-7.
40. Saunders, W.M., Goldenberg, C.N. and Gallimore, R. (2009) ‘Increasing achievement by focusing grade level teams on improving classroom learning: a prospective, quasi-experimental study of title 1 schools’, American Educational Research Journal, 46(4): 1006-33.
41. Scriven, M. (1967) ‘The methodology of evaluation’, in R.W. Tyler, R.M. Gagné and M. Scriven (eds), Perspectives of Curriculum Evaluation (Vol. 1). Chicago, IL: Rand McNally. pp. 39-83.
42. Shepard, L.A. (2007) ‘Formative assessment: caveat emptor’, in C.A. Dwyer (ed.), The Future of Assessment: Shaping Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates. pp. 279-303.
43. Shulman, L.S. (2005) The signature pedagogies of the professions of law, medicine, engineering, and the clergy: potential lessons for the education of teachers. Retrieved April 1, 2011 from http://www.taylorprograms.com/images/Shulman_signature_pedagogies.pdf
44. Shute, V.J. (2008) ‘Focus on formative feedback’, Review of Educational Research, 78(1): 153-89.
45. Stiggins, R.J. (2002) ‘Assessment crisis: the absence of assessment for learning’, Phi Delta Kappan, 83(10): 758-65.
46. Sutton, R. (1995) Assessment for Learning. Salford, UK: RS Publications.
47. Thompson, M. and Goe, L. (2008) Models of Effective and Scalable Teacher Professional Development (Research report RR-09-07). Princeton, NJ: Educational Testing Service.
48. Thompson, M. and Wiliam, D. (2008) ‘Tight but loose: a conceptual framework for scaling up school reforms’, in E. C. Wylie (ed.), Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts (Research report RR-08-29). Princeton, NJ: Educational Testing Service. pp. 1-44.
49. Wiliam, D. (2005) ‘Measuring "intelligence": what can we learn and how can we move forward?', paper presented at the annual meeting of the American Educational Research Association held at Montreal, Canada.
50. Wiliam, D. (2006) ‘Assessment: learning communities can use it to engineer a bridge connecting teaching and learning’, Journal of Staff Development, 27(1): 16-20.
51. Wiliam, D. (2007) ‘Keeping learning on track: classroom assessment and the regulation of learning’, in F.K. Lester Jr (ed.), Second Handbook of Mathematics Teaching and Learning. Greenwich, CT: Information Age Publishing. pp. 1053-98.
52. Wiliam, D. (2009) ‘An integrative summary of the research literature and implications for a new theory of formative assessment’, in H.L. Andrade and G.J. Cizek (eds), Handbook of Formative Assessment. New York, NY: Taylor & Francis.
53. Wiliam, D. and Thompson, M. (2007) ‘Integrating assessment with instruction: what will it take to make it work?', in C. A. Dwyer (ed.), The Future of Assessment: Shaping Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates. pp. 52-82.
54. Wiliam, D., Lee, C., Harrison, C. and Black, P.J. (2004) ‘Teachers developing assessment for learning: impact on student achievement’, Assessment in Education: Principles, Policy and Practice, 11(1): 49-65.
55. Wylie, E.C., Lyon, C.J. and Goe, L. (2009) Teacher Professional Development Focused on Formative Assessment: Changing Teachers, Changing Schools (Vol. RR-09-10). Princeton, NJ: Educational Testing Service.
56. Wylie, E.C., Lyon, C.J., and Mavronikolas, E. (2008) Effective and Scalable Teacher Professional Development: A Report of the Formative Research and Development (Vol. RR-08-65). Princeton, NJ: Educational Testing Service.
57. Yeh, S.S. (2006) Raising Student Achievement through Rapid Assessment and Test Reform. New York, NY: Teachers College Press.