Black, P;
Wiliam, D;
(2003)
The Development of Formative Assessment.
In: Davis, B and West-Burnham, J, (eds.)
Handbook of Educational Leadership and Management.
(pp. 409-418).
Pearson Education: London, UK.
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Abstract
The value of formative assessment (or assessment for learning as it is now sometimes called) for enhancing students' attainment in science has been attested by a variety of research studies (see Black & Wiliam, 1998a for a review of these). In suggesting how this work might be taken forward (Black & Wiliam 1998b), we argued for development work in partnership between researchers and teachers, and since then we have been able to carry out such a project. The main result of this work has been that the teachers involved have made very significant changes in their classroom practices, whilst also improving the performance of their students (Wiliam and Lee, 2001). These changes turned out to be more radical in character than the simple addition of some formative assessment routines to pre-existing practice. In this chapter, we shall draw on the teachers’ written reflections on their involvement with the project (made near the end of the project) in order to review the main outcomes of this work, and we shall then consider the implications, both for pedagogy and for the task of leadership and management in schools.
Type: | Book chapter |
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Title: | The Development of Formative Assessment |
ISBN-13: | 9780273656685 |
Publisher version: | http://www.edindustrygroup.com/uploads/2/9/2/8/292... |
Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
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/1507191 |
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