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Keeping learning on track: classroom assessment and the regulation of learning

Wiliam, D; (2007) Keeping learning on track: classroom assessment and the regulation of learning. In: Lester, FK, (ed.) Second Handbook of Research on Mathematics Teaching and Learning. (pp. 1053-1098). Information Age Publishing: Greenwich, Connecticut, USA.

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Type: Book chapter
Title: Keeping learning on track: classroom assessment and the regulation of learning
ISBN-13: 9781593111779
Additional information: This 30,000 word chapter provides a reconceptualization of the field of formative assessment by deriving a rigorous theoretical foundation of formative assessment in mathematics, by reviewing and updating other reviews of research in the field, and by integrating formative assessment with other theoretical frameworks. Specifically, it shows the way that formative assessment articulates with the existing research literature on motivation, metacognition, attribution theory, and psychological perspectives on the regulation of learning as well as work on the effects of feedback. Also, it provides clear boundaries for the field of formative assessment showing how it articulates with, but is distinct from, instructional design. The chapter has been described by James Popham?emeritus professor at UCLA and one of the world?s leading authorities on assessment?as ?a fine piece of work?. Even before its publication, numerous requests for re-prints were received, and the work looks set to be the definitive work in this area for some time to come. This document has been closed because the permission of the publisher has not been verified.
Keywords: All ages, Non specific setting, Numeracy
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/1507207
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