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'In praise of educational research': formative assessment

Black, P; Wiliam, D; (2003) 'In praise of educational research': formative assessment. British Educational Research Journal , 29 (5) pp. 623-637. 10.1080/0141192032000133721. Green open access

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Abstract

In this paper we trace the development of the King?s Formative Assessment Programme (KFAP) from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. In doing so, we discuss the practical issues involved in reviewing research and outline the strategies we used to try to communicate our findings to as wide an audience as possible (including policymakers and practitioners as well as academics). We then describe briefly how we worked with teachers to develop formative practice in classrooms, and discuss the impact that this has work has had on practice and policy. In the final section, we speculate about some of the reasons for this impact, and make suggestions for how the impact of educational research on policy and practice might be improved.

Type: Article
Title: 'In praise of educational research': formative assessment
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/0141192032000133721
Additional information: This is an electronic version of an article published in Black, Paul and Wiliam, Dylan (2003) 'In praise of educational research': formative assessment. British Educational Research Journal, 29 (5). pp. 623-637. British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/0141192032000133721
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1507168
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