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class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Dylan Wiliam" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/23406795/21072903/20556430/s200_dylan.wiliam.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Dylan Wiliam</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://ucl.academia.edu/">University College London</a>, <a class="u-tcGrayDarker" href="https://ucl.academia.edu/Departments/Institute_of_Education/Documents">Institute of Education</a>, <span class="u-tcGrayDarker">Emeritus</span></div></div></div></div><div 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data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">12</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">11</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/DylanWiliam/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div 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Leana - Taşcılar</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Istanbul University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://anadolu.academia.edu/UgurSak"><img class="profile-avatar u-positionAbsolute" alt="Ugur Sak" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/16334872/4438271/5146091/s200_ugur.sak.jpg_oh_18101bdc4e98f2e2a121e602d3c21f1b_oe_549b0b2d___gda___1420041359_c273f843b570ef87e6221ddf01336ca4" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://anadolu.academia.edu/UgurSak">Ugur Sak</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Anadolu University</p></div></div><div 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border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://uken.academia.edu/TomaszSzemberg">Tomasz Szemberg</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of the National Education Commission in Krakow</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://syr.academia.edu/JackGraver"><img class="profile-avatar u-positionAbsolute" alt="Jack Graver" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/32585458/36635056/31298675/s200_jack.graver.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://syr.academia.edu/JackGraver">Jack Graver</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Syracuse University</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="23406795" href="https://www.academia.edu/Documents/in/Combinatorics"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://ucl.academia.edu/DylanWiliam","location":"/DylanWiliam","scheme":"https","host":"ucl.academia.edu","port":null,"pathname":"/DylanWiliam","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Combinatorics"]}" data-trace="false" data-dom-id="Pill-react-component-d4d3238b-22bf-4dc4-9d5f-e5068a564244"></div> <div id="Pill-react-component-d4d3238b-22bf-4dc4-9d5f-e5068a564244"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="23406795" href="https://www.academia.edu/Documents/in/Gifted_and_Talented_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Gifted and Talented Education"]}" data-trace="false" data-dom-id="Pill-react-component-898e02d7-2c98-48a6-80c8-c4642328b115"></div> <div id="Pill-react-component-898e02d7-2c98-48a6-80c8-c4642328b115"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="23406795" href="https://www.academia.edu/Documents/in/Geogebra"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Geogebra"]}" data-trace="false" data-dom-id="Pill-react-component-577550e1-55c9-4d33-bc84-569a1bec4af6"></div> <div id="Pill-react-component-577550e1-55c9-4d33-bc84-569a1bec4af6"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="23406795" href="https://www.academia.edu/Documents/in/Finite_Simple_Groups"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Finite Simple Groups"]}" data-trace="false" data-dom-id="Pill-react-component-467939bb-9bb7-440a-83b7-a67d0c81f3f8"></div> <div id="Pill-react-component-467939bb-9bb7-440a-83b7-a67d0c81f3f8"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="23406795" href="https://www.academia.edu/Documents/in/Gifted_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Gifted Education"]}" data-trace="false" data-dom-id="Pill-react-component-0ea7ae98-9669-4940-b676-00a05f3364cf"></div> <div id="Pill-react-component-0ea7ae98-9669-4940-b676-00a05f3364cf"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Dylan Wiliam</h3></div><div class="js-work-strip profile--work_container" data-work-id="80106951"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106951/Instruction_to_Meet_Student_Needs"><img alt="Research paper thumbnail of Instruction to Meet Student Needs" class="work-thumbnail" src="https://attachments.academia-assets.com/86599332/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106951/Instruction_to_Meet_Student_Needs">Instruction to Meet Student Needs</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In classrooms that use assessment to support learning, teachers continually adapt</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13c8c33564bc83a910a754b13123e524" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" 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2</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many authors over the past twenty years have argued that the prevailing ‘psychometric’ paradigm f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many authors over the past twenty years have argued that the prevailing ‘psychometric’ paradigm for educational assessment is inappropriate and have proposed that educational assessment should develop its own distinctive paradigm. More recently (and particularly within the last five years) it has become almost commonplace to argue that changes in assessment methods are required because of changing views of human cognition, and in particular, the shift from ‘behaviourist’ towards ‘constructivist’ views of the nature of human learning. However, these changes are still firmly rooted within the psychometric paradigm, since within this perspective, the development of assessment is an essentially ‘rationalist’ project in which values play only a minor (if any) role. The validation of an assessment proceeds in a ‘scientific’ manner, and the claim is that the results of any validation exercise would be agreed by all informed observers. Developing on the work of Samuel Messick, in this paper...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="39de029b5fe39e3eeac9a1739c12da6c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599334,"asset_id":80106949,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599334/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106949"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106949"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106949; 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Mr. Black and Mr. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In their widely read article &amp;amp;quot;Inside the Black Box,&amp;amp;quot; Mr. Black and Mr. Wiliam demonstrated that improving formative assessment raises student achievement. Now they and their colleagues report on a follow-up project that has helped teachers change their practice and students ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106947"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106947"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106947; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106947]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106945"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106945/Learning_How_to_Learn_in_Classrooms_Schools_and_Networks_aims_design_and_analysis"><img alt="Research paper thumbnail of Learning How to Learn, in Classrooms, Schools and Networks: aims, design and analysis" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106945/Learning_How_to_Learn_in_Classrooms_Schools_and_Networks_aims_design_and_analysis">Learning How to Learn, in Classrooms, Schools and Networks: aims, design and analysis</a></div><div class="wp-workCard_item"><span>Research Papers in Education</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article provides an introduction to the TLRP Learning How to Learn Project and a context for...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. 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On the one hand,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Writing in 1967, Michael Scriven suggested two roles that evaluation might play. On the one hand, " it may have a role in the ongoing improvement of the curriculum" (Scriven, 1967 p.41) while in another role, " the evaluation process may serve to enable administrators to decide whether the entire finished curriculum, refined by use of the evaluation process in its first role, represents a sufficiently significant advance on the available alternatives to justify the expense of adoption by a school system" (pp. 41-42). He then proposed "to use the terms 'formative' and 'summative' evaluation to qualify evaluation in these roles." 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106943"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106943/Lessons_from_around_the_world_how_policies_politics_and_cultures_constrain_and_afford_assessment_practices"><img alt="Research paper thumbnail of Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106943/Lessons_from_around_the_world_how_policies_politics_and_cultures_constrain_and_afford_assessment_practices">Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices</a></div><div class="wp-workCard_item"><span>The Curriculum Journal</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article outlines the main assessment traditions in four countries England, France, Germany...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article outlines the main assessment traditions in four countries England, France, Germany and the United States in order to explore the prospects for the integration of summative and formative functions of assessment during compulsory schooling. In England, teachers&#x27; ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106943"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106943"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106943; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106943]").text(description); $(".js-view-count[data-work-id=80106943]").attr('title', description).tooltip(); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106941"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106941/Meanings_and_Consequences_a_basis_for_distinguishing_formative_and_summative_functions_of_assessment"><img alt="Research paper thumbnail of Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106941/Meanings_and_Consequences_a_basis_for_distinguishing_formative_and_summative_functions_of_assessment">Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?</a></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... functions of assessment? DYLAN WILIAM &amp;amp;amp;amp;amp;amp;amp;amp; PAUL BLACK, King&amp;...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... functions of assessment? DYLAN WILIAM &amp;amp;amp;amp;amp;amp;amp;amp; PAUL BLACK, King&amp;amp;amp;amp;amp;amp;amp;#x27;s College London ... Correspondence: Dylan Wiliam, King&amp;amp;amp;amp;amp;amp;amp;#x27;s College London, School of Education, Corn-wall House, Waterloo Road, London SE1 8WA, UK. Email:<a href="mailto:dylan.wiliam@kcl.ac.uk" rel="nofollow">dylan.wiliam@kcl.ac.uk</a> ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106941"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106941"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106941; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106941]").text(description); $(".js-view-count[data-work-id=80106941]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106941; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106941']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80106941]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106941,"title":"Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?","internal_url":"https://www.academia.edu/80106941/Meanings_and_Consequences_a_basis_for_distinguishing_formative_and_summative_functions_of_assessment","owner_id":23406795,"coauthors_can_edit":true,"owner":{"id":23406795,"first_name":"Dylan","middle_initials":null,"last_name":"Wiliam","page_name":"DylanWiliam","domain_name":"ucl","created_at":"2014-12-12T02:34:00.491-08:00","display_name":"Dylan Wiliam","url":"https://ucl.academia.edu/DylanWiliam"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106940"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106940/National_Curriculum_Assessments_and_Programmes_of_Study_validity_and_impact"><img alt="Research paper thumbnail of National Curriculum Assessments and Programmes of Study: validity and impact" class="work-thumbnail" src="https://attachments.academia-assets.com/86599373/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106940/National_Curriculum_Assessments_and_Programmes_of_Study_validity_and_impact">National Curriculum Assessments and Programmes of Study: validity and impact</a></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper has been written as a contribution to the debate about the possible directions that mi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper has been written as a contribution to the debate about the possible directions that might be taken in the light of the current review of the role of assessment in the National Curriculum of England and Wales. The paper is presented in two parts. The first part outlines a theoretical framework-a simplified version of the four-facet framework proposed by Samuel Messick-within which the relative demands of evidential and consequential aspects of validity can be considered. The second section presents a selection of issues which will need to be addressed (either explicitly or implicitly) in order to illustrate how the four-facet model can be applied to the analysis of issues that need to be resolved. The selected issues are not intended to be representative of all the issues that will need to be addressed, but do illustrate the use of the theoretical framework presented in part 1 in a variety of contexts. It is also intended that the framework here will be relevant to all assessments, not just those related to the National Curriculum of England and Wales.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c2232e87ab9b11df37e59c71b659b37" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599373,"asset_id":80106940,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599373/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106940"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106940"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106940; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106939"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106939/_In_praise_of_educational_research_formative_assessment"><img alt="Research paper thumbnail of ‘In praise of educational research’: formative assessment" class="work-thumbnail" src="https://attachments.academia-assets.com/86599323/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106939/_In_praise_of_educational_research_formative_assessment">‘In praise of educational research’: formative assessment</a></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this paper we trace the development of the King's Formative Assessment Programme (KFAP) from i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ba7669253e7b6e529620cbaf2d5414f4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599323,"asset_id":80106939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599323/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106939; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106938"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106938/Teachers_developing_assessment_for_learning_impact_on_student_achievement"><img alt="Research paper thumbnail of Teachers developing assessment for learning: impact on student achievement" class="work-thumbnail" src="https://attachments.academia-assets.com/86599324/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106938/Teachers_developing_assessment_for_learning_impact_on_student_achievement">Teachers developing assessment for learning: impact on student achievement</a></div><div class="wp-workCard_item"><span>Assessment in Education: Principles, Policy &amp; Practice</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While it is generally acknowledged that increased use of formative assessment (or assessment for ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six-month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size in favour of the intervention was 0.32.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf9f996ba3b991353765d675a9ddcff2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599324,"asset_id":80106938,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599324/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106938"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106938"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106938; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106937"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106937/Assessment_and_Classroom_Learning"><img alt="Research paper thumbnail of Assessment and Classroom Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/86599321/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106937/Assessment_and_Classroom_Learning">Assessment and Classroom Learning</a></div><div class="wp-workCard_item"><span>Assessment in Education: Principles, Policy &amp; Practice</span><span>, 1998</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="693b5aebe15b9a20ba35fd711ea137f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599321,"asset_id":80106937,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599321/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106937"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106937"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106937; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106936"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106936/Meanings_and_Consequences_in_Standard_Setting"><img alt="Research paper thumbnail of Meanings and Consequences in Standard Setting" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106936/Meanings_and_Consequences_in_Standard_Setting">Meanings and Consequences in Standard Setting</a></div><div class="wp-workCard_item"><span>Assessment in Education: Principles, Policy & Practice</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Standard setting is defined as the identification of certain points on a mark scale with particul...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Standard setting is defined as the identification of certain points on a mark scale with particular performance standards, with the intention of enhancing the inferences that are warranted from the test scores. It is argued that the selection of both the points on the mark‐scales and the performance standards with which they are equated are arbitrary and are driven by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106936"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106936"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106936; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106936]").text(description); $(".js-view-count[data-work-id=80106936]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106936; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106936']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80106936]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106936,"title":"Meanings and Consequences in Standard Setting","internal_url":"https://www.academia.edu/80106936/Meanings_and_Consequences_in_Standard_Setting","owner_id":23406795,"coauthors_can_edit":true,"owner":{"id":23406795,"first_name":"Dylan","middle_initials":null,"last_name":"Wiliam","page_name":"DylanWiliam","domain_name":"ucl","created_at":"2014-12-12T02:34:00.491-08:00","display_name":"Dylan Wiliam","url":"https://ucl.academia.edu/DylanWiliam"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106935"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106935/Classroom_assessment_Minute_by_minute_day_by_day"><img alt="Research paper thumbnail of Classroom assessment: Minute by minute, day by day" class="work-thumbnail" src="https://attachments.academia-assets.com/86599413/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106935/Classroom_assessment_Minute_by_minute_day_by_day">Classroom assessment: Minute by minute, day by day</a></div><div class="wp-workCard_item"><span>Educational leadership</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is intuitive appeal in using assessment to support instruction: assessment for learning rat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is intuitive appeal in using assessment to support instruction: assessment for learning rather than assessment of learning. We have to test our students for many reasons. Obviously, such testing should be useful in guiding teaching. Many schools formally test students at the end of a marking period-that is, every 6 to 10 weeks-but the information from such tests is hard to use, for two reasons. First, only a small amount of testing time can be allotted to each standard or skill covered in the marking period. Consequently, the test is better for monitoring overall levels of achievement than for diagnosing specific weaknesses. Second, the information arrives too late to be useful. We can use the results to make broad adjustments to curriculum, such as reteaching or spending more time on a unit, or identifying teachers who appear to be especially successful at teaching particular units. 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Wiliam, Dylan and Thomps...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Integrating assessment with learning: what will it take to make it work? Wiliam, Dylan and Thompson, M (2007) Integrating assessment with learning: what will it take to make it work? In: The Future of Assessment: Shaping Teaching and Learning. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56132992"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56132992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56132992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56132992]").text(description); $(".js-view-count[data-work-id=56132992]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56132992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56132992']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=56132992]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56132992,"title":"Integrating Assessment with Learning: What Will It Take to Make It Work?","internal_url":"https://www.academia.edu/56132992/Integrating_Assessment_with_Learning_What_Will_It_Take_to_Make_It_Work","owner_id":23406795,"coauthors_can_edit":true,"owner":{"id":23406795,"first_name":"Dylan","middle_initials":null,"last_name":"Wiliam","page_name":"DylanWiliam","domain_name":"ucl","created_at":"2014-12-12T02:34:00.491-08:00","display_name":"Dylan Wiliam","url":"https://ucl.academia.edu/DylanWiliam"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56132989"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/56132989/How_Can_Assessment_Support_Learning_A_Response_to_Wilson_and_Shepard_Penuel_and_Pellegrino"><img alt="Research paper thumbnail of How Can Assessment Support Learning? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106949"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106949/Towards_a_philosophy_for_educational_assessment_1_2"><img alt="Research paper thumbnail of Towards a philosophy for educational assessment 1 2" class="work-thumbnail" src="https://attachments.academia-assets.com/86599334/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106949/Towards_a_philosophy_for_educational_assessment_1_2">Towards a philosophy for educational assessment 1 2</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many authors over the past twenty years have argued that the prevailing ‘psychometric’ paradigm f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many authors over the past twenty years have argued that the prevailing ‘psychometric’ paradigm for educational assessment is inappropriate and have proposed that educational assessment should develop its own distinctive paradigm. More recently (and particularly within the last five years) it has become almost commonplace to argue that changes in assessment methods are required because of changing views of human cognition, and in particular, the shift from ‘behaviourist’ towards ‘constructivist’ views of the nature of human learning. However, these changes are still firmly rooted within the psychometric paradigm, since within this perspective, the development of assessment is an essentially ‘rationalist’ project in which values play only a minor (if any) role. The validation of an assessment proceeds in a ‘scientific’ manner, and the claim is that the results of any validation exercise would be agreed by all informed observers. Developing on the work of Samuel Messick, in this paper...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="39de029b5fe39e3eeac9a1739c12da6c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599334,"asset_id":80106949,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599334/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106949"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106949"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106949; 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Mr. Black and Mr. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In their widely read article &amp;amp;quot;Inside the Black Box,&amp;amp;quot; Mr. Black and Mr. Wiliam demonstrated that improving formative assessment raises student achievement. Now they and their colleagues report on a follow-up project that has helped teachers change their practice and students ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106947"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106947"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106947; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106947]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106945"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106945/Learning_How_to_Learn_in_Classrooms_Schools_and_Networks_aims_design_and_analysis"><img alt="Research paper thumbnail of Learning How to Learn, in Classrooms, Schools and Networks: aims, design and analysis" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106945/Learning_How_to_Learn_in_Classrooms_Schools_and_Networks_aims_design_and_analysis">Learning How to Learn, in Classrooms, Schools and Networks: aims, design and analysis</a></div><div class="wp-workCard_item"><span>Research Papers in Education</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article provides an introduction to the TLRP Learning How to Learn Project and a context for...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. 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On the one hand,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Writing in 1967, Michael Scriven suggested two roles that evaluation might play. On the one hand, " it may have a role in the ongoing improvement of the curriculum" (Scriven, 1967 p.41) while in another role, " the evaluation process may serve to enable administrators to decide whether the entire finished curriculum, refined by use of the evaluation process in its first role, represents a sufficiently significant advance on the available alternatives to justify the expense of adoption by a school system" (pp. 41-42). He then proposed "to use the terms 'formative' and 'summative' evaluation to qualify evaluation in these roles." 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106941"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106941/Meanings_and_Consequences_a_basis_for_distinguishing_formative_and_summative_functions_of_assessment"><img alt="Research paper thumbnail of Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106941/Meanings_and_Consequences_a_basis_for_distinguishing_formative_and_summative_functions_of_assessment">Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?</a></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... functions of assessment? DYLAN WILIAM &amp;amp;amp;amp;amp;amp;amp;amp; PAUL BLACK, King&amp;...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... functions of assessment? DYLAN WILIAM &amp;amp;amp;amp;amp;amp;amp;amp; PAUL BLACK, King&amp;amp;amp;amp;amp;amp;amp;#x27;s College London ... Correspondence: Dylan Wiliam, King&amp;amp;amp;amp;amp;amp;amp;#x27;s College London, School of Education, Corn-wall House, Waterloo Road, London SE1 8WA, UK. Email:<a href="mailto:dylan.wiliam@kcl.ac.uk" rel="nofollow">dylan.wiliam@kcl.ac.uk</a> ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106941"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106941"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106941; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106941]").text(description); $(".js-view-count[data-work-id=80106941]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106941; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106941']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80106941]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106941,"title":"Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?","internal_url":"https://www.academia.edu/80106941/Meanings_and_Consequences_a_basis_for_distinguishing_formative_and_summative_functions_of_assessment","owner_id":23406795,"coauthors_can_edit":true,"owner":{"id":23406795,"first_name":"Dylan","middle_initials":null,"last_name":"Wiliam","page_name":"DylanWiliam","domain_name":"ucl","created_at":"2014-12-12T02:34:00.491-08:00","display_name":"Dylan Wiliam","url":"https://ucl.academia.edu/DylanWiliam"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106940"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106940/National_Curriculum_Assessments_and_Programmes_of_Study_validity_and_impact"><img alt="Research paper thumbnail of National Curriculum Assessments and Programmes of Study: validity and impact" class="work-thumbnail" src="https://attachments.academia-assets.com/86599373/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106940/National_Curriculum_Assessments_and_Programmes_of_Study_validity_and_impact">National Curriculum Assessments and Programmes of Study: validity and impact</a></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper has been written as a contribution to the debate about the possible directions that mi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper has been written as a contribution to the debate about the possible directions that might be taken in the light of the current review of the role of assessment in the National Curriculum of England and Wales. The paper is presented in two parts. The first part outlines a theoretical framework-a simplified version of the four-facet framework proposed by Samuel Messick-within which the relative demands of evidential and consequential aspects of validity can be considered. The second section presents a selection of issues which will need to be addressed (either explicitly or implicitly) in order to illustrate how the four-facet model can be applied to the analysis of issues that need to be resolved. The selected issues are not intended to be representative of all the issues that will need to be addressed, but do illustrate the use of the theoretical framework presented in part 1 in a variety of contexts. It is also intended that the framework here will be relevant to all assessments, not just those related to the National Curriculum of England and Wales.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c2232e87ab9b11df37e59c71b659b37" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599373,"asset_id":80106940,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599373/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106940"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106940"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106940; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106939"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106939/_In_praise_of_educational_research_formative_assessment"><img alt="Research paper thumbnail of ‘In praise of educational research’: formative assessment" class="work-thumbnail" src="https://attachments.academia-assets.com/86599323/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106939/_In_praise_of_educational_research_formative_assessment">‘In praise of educational research’: formative assessment</a></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this paper we trace the development of the King's Formative Assessment Programme (KFAP) from i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ba7669253e7b6e529620cbaf2d5414f4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599323,"asset_id":80106939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599323/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106939; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106938"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106938/Teachers_developing_assessment_for_learning_impact_on_student_achievement"><img alt="Research paper thumbnail of Teachers developing assessment for learning: impact on student achievement" class="work-thumbnail" src="https://attachments.academia-assets.com/86599324/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106938/Teachers_developing_assessment_for_learning_impact_on_student_achievement">Teachers developing assessment for learning: impact on student achievement</a></div><div class="wp-workCard_item"><span>Assessment in Education: Principles, Policy &amp; Practice</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While it is generally acknowledged that increased use of formative assessment (or assessment for ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six-month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size in favour of the intervention was 0.32.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf9f996ba3b991353765d675a9ddcff2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599324,"asset_id":80106938,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599324/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106938"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106938"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106938; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106937"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106937/Assessment_and_Classroom_Learning"><img alt="Research paper thumbnail of Assessment and Classroom Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/86599321/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106937/Assessment_and_Classroom_Learning">Assessment and Classroom Learning</a></div><div class="wp-workCard_item"><span>Assessment in Education: Principles, Policy &amp; Practice</span><span>, 1998</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="693b5aebe15b9a20ba35fd711ea137f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599321,"asset_id":80106937,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599321/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106937"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106937"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106937; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106936"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80106936/Meanings_and_Consequences_in_Standard_Setting"><img alt="Research paper thumbnail of Meanings and Consequences in Standard Setting" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80106936/Meanings_and_Consequences_in_Standard_Setting">Meanings and Consequences in Standard Setting</a></div><div class="wp-workCard_item"><span>Assessment in Education: Principles, Policy & Practice</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Standard setting is defined as the identification of certain points on a mark scale with particul...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Standard setting is defined as the identification of certain points on a mark scale with particular performance standards, with the intention of enhancing the inferences that are warranted from the test scores. It is argued that the selection of both the points on the mark‐scales and the performance standards with which they are equated are arbitrary and are driven by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106936"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106936"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106936; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106936]").text(description); $(".js-view-count[data-work-id=80106936]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106936; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106936']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80106936]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106936,"title":"Meanings and Consequences in Standard Setting","internal_url":"https://www.academia.edu/80106936/Meanings_and_Consequences_in_Standard_Setting","owner_id":23406795,"coauthors_can_edit":true,"owner":{"id":23406795,"first_name":"Dylan","middle_initials":null,"last_name":"Wiliam","page_name":"DylanWiliam","domain_name":"ucl","created_at":"2014-12-12T02:34:00.491-08:00","display_name":"Dylan Wiliam","url":"https://ucl.academia.edu/DylanWiliam"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106935"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80106935/Classroom_assessment_Minute_by_minute_day_by_day"><img alt="Research paper thumbnail of Classroom assessment: Minute by minute, day by day" class="work-thumbnail" src="https://attachments.academia-assets.com/86599413/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80106935/Classroom_assessment_Minute_by_minute_day_by_day">Classroom assessment: Minute by minute, day by day</a></div><div class="wp-workCard_item"><span>Educational leadership</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is intuitive appeal in using assessment to support instruction: assessment for learning rat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is intuitive appeal in using assessment to support instruction: assessment for learning rather than assessment of learning. We have to test our students for many reasons. Obviously, such testing should be useful in guiding teaching. Many schools formally test students at the end of a marking period-that is, every 6 to 10 weeks-but the information from such tests is hard to use, for two reasons. First, only a small amount of testing time can be allotted to each standard or skill covered in the marking period. Consequently, the test is better for monitoring overall levels of achievement than for diagnosing specific weaknesses. Second, the information arrives too late to be useful. We can use the results to make broad adjustments to curriculum, such as reteaching or spending more time on a unit, or identifying teachers who appear to be especially successful at teaching particular units. But if educators are serious about using assessment to improve instruction, then we need more fine-grained assessments, and we need to use the information they yield to modify instruction as we teach.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae8e7077dfcf995be45aac2865971ad0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599413,"asset_id":80106935,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599413/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80106935"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80106935"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106935; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56132992"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/56132992/Integrating_Assessment_with_Learning_What_Will_It_Take_to_Make_It_Work"><img alt="Research paper thumbnail of Integrating Assessment with Learning: What Will It Take to Make It Work?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/56132992/Integrating_Assessment_with_Learning_What_Will_It_Take_to_Make_It_Work">Integrating Assessment with Learning: What Will It Take to Make It Work?</a></div><div class="wp-workCard_item"><span>The Future of Assessment</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Integrating assessment with learning: what will it take to make it work? Wiliam, Dylan and Thomps...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Integrating assessment with learning: what will it take to make it work? Wiliam, Dylan and Thompson, M (2007) Integrating assessment with learning: what will it take to make it work? In: The Future of Assessment: Shaping Teaching and Learning. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56132992"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56132992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56132992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56132992]").text(description); $(".js-view-count[data-work-id=56132992]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56132992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56132992']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=56132992]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56132992,"title":"Integrating Assessment with Learning: What Will It Take to Make It Work?","internal_url":"https://www.academia.edu/56132992/Integrating_Assessment_with_Learning_What_Will_It_Take_to_Make_It_Work","owner_id":23406795,"coauthors_can_edit":true,"owner":{"id":23406795,"first_name":"Dylan","middle_initials":null,"last_name":"Wiliam","page_name":"DylanWiliam","domain_name":"ucl","created_at":"2014-12-12T02:34:00.491-08:00","display_name":"Dylan Wiliam","url":"https://ucl.academia.edu/DylanWiliam"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56132989"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/56132989/How_Can_Assessment_Support_Learning_A_Response_to_Wilson_and_Shepard_Penuel_and_Pellegrino"><img alt="Research paper thumbnail of How Can Assessment Support Learning? 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