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href="https://ifce.academia.edu/RegisFrancisco">Francisco Regis Vieira Alves (Teacher Digital Influencer)</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Instituto Federal de Educação, Ciência e Tecnologia do Ceará</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://sohag-univ.academia.edu/UsamaIbrahim"><img class="profile-avatar u-positionAbsolute" alt="Usama Ibrahim related author profile picture" 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/1520264/538637/673459/s200_usama.ibrahim.jpg" /></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://sohag-univ.academia.edu/UsamaIbrahim">Usama Ibrahim</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Sohag University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://unito.academia.edu/UmbertoCerruti"><img class="profile-avatar u-positionAbsolute" alt="Umberto Cerruti related author profile picture" 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/7147128/45881044/35633324/s200_umberto.cerruti.jpg" /></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://unito.academia.edu/UmbertoCerruti">Umberto Cerruti</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Università degli Studi di Torino</p></div></div><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 data-nosnippet="" href="https://anadolu.academia.edu/UgurSak"><img class="profile-avatar u-positionAbsolute" alt="Ugur Sak related author profile picture" 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 class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://bath.academia.edu/JamesDavenport"><img class="profile-avatar u-positionAbsolute" alt="James Davenport related author profile picture" 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/23435052/18246989/18221719/s200_james.davenport.jpg" /></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://bath.academia.edu/JamesDavenport">James Davenport</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of Bath</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar 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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 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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. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-80106948-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="80106947"><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/80106947/Working_inside_the_Black_Box_Assessment_for_Learning_in_the_Classroom"><img alt="Research paper thumbnail of Working inside the Black Box: Assessment for Learning in the Classroom" 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">Working inside the Black Box: Assessment for Learning in the Classroom</div><div class="wp-workCard_item"><span>Phi Delta Kappan</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In their widely read article &amp;amp;quot;Inside the Black Box,&amp;amp;quot; 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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." (p. 43).</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-80106944-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-80106944-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47805887/table-1-formative-assessment-getting-the-focus-right"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/86599337/table_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-80106944-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c38c4db02de857cb2d1b356775e4c1c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599337,"asset_id":80106944,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599337/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="80106944"><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="80106944"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106944; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106944]").text(description); $(".js-view-count[data-work-id=80106944]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106944; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106944']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c38c4db02de857cb2d1b356775e4c1c9" } } $('.js-work-strip[data-work-id=80106944]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106944,"title":"Formative Assessment: Getting the Focus Right","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"Writing in 1967, Michael Scriven suggested two roles that evaluation might play. 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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?","translated_title":"","metadata":{"abstract":"... functions of assessment? 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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="e69e9b4fea9d3c3af0c54e0b7ce0268a" 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>$(function () { var workId = 80106940; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106940]").text(description); $(".js-view-count[data-work-id=80106940]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106940; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106940']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e69e9b4fea9d3c3af0c54e0b7ce0268a" } } $('.js-work-strip[data-work-id=80106940]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106940,"title":"National Curriculum Assessments and Programmes of Study: validity and impact","translated_title":"","metadata":{"publisher":"Wiley","grobid_abstract":"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. 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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="91a0ac869f55ec43058b632a76104093" 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>$(function () { var workId = 80106939; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106939]").text(description); $(".js-view-count[data-work-id=80106939]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106939; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106939']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "91a0ac869f55ec43058b632a76104093" } } $('.js-work-strip[data-work-id=80106939]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106939,"title":"‘In praise of educational research’: formative assessment","translated_title":"","metadata":{"publisher":"Wiley","grobid_abstract":"In this paper we trace the development of the King's Formative Assessment Programme (KFAP) from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. 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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"><div class="carousel-container carousel-container--sm" id="profile-work-80106938-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-80106938-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582469/figure-1-teachers-developing-assessment-for-learning-impact"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/86599324/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582481/figure-2-standardized-effect-sizes-by-comparison-type"><img alt="Figure 2: Standardized effect sizes by comparison type " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582501/table-1-the-six-schools-involved-in-the-project-medway-and"><img alt="Table 1. The six schools involved in the project Medway and Dorothy Kavanagh from Oxfordshire who, on behalf of their authori- ties, helped to create and nurture our links with the schools. Their involvement in both planning and delivering the formal in-service sessions, and their support ‘on the ground’ have been invaluable, and it is certain that the project would not have been as successful without their contributions. " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582517/table-2-pattern-of-in-service-sessions-held"><img alt="Table 2. Pattern of in-service sessions held " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582530/table-3-frequencies-of-activities-in-the-action-plans-of"><img alt="Table 3. Frequencies of activities in the action plans of 24 teachers UI ANOS MLE WUE UIE ULE Wad Ra LAA PEVIELL, UUL LUI Udlad LEVULLEU LILLE LlaAle to the original project, from January 1999 to August 2000. The key feature of the inset sessions was the development of action plans. Since we were aware from other studies that effective implementation of formative assess- ment requires teachers to re-negotiate the ‘learning contract’ (c.f. Brousseau, 1984) that they had evolved with their students, we decided that implementing formative assessment would best be done at the beginning of a new school year. For the first six months of the project, therefore, we encouraged the teachers to experiment with some of the strategies and techniques suggested by the research, such as rich questioning, comment-only marking, sharing criteria with learners, and student peer-assessment and self-assessment. Each teacher was then asked to draw up, and later to refine, an action plan specifying which aspects of formative assessment they wished to develop in their practice and to identify a focal class with whom these strategies would be introduced in September 1999. Although there was no inherent structure in these plans (see below), the teachers being free to explore whatever they wished, we did find that they could be organized under the broad headings shown in Table 3. In all, the 24 teachers included a total of 102 activities in their action plans—an average of just over four each. " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582542/table-4-experimental-results-for-the-teachers-involved-in"><img alt="Table 4. Experimental results for the 25 teachers involved in KMOFAP " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582552/table-5-effect-sizes-classified-by-teachers-use-of-formative"><img alt="Table 5. Effect sizes classified by teachers’ use of formative assessment strategies " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-80106938-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6227d210da772b7d237a77ca47cfcf2" 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>$(function () { var workId = 80106938; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106938]").text(description); $(".js-view-count[data-work-id=80106938]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106938; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106938']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a6227d210da772b7d237a77ca47cfcf2" } } $('.js-work-strip[data-work-id=80106938]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106938,"title":"Teachers developing assessment for learning: impact on student achievement","translated_title":"","metadata":{"publisher":"Informa UK Limited","ai_title_tag":"Impact of Formative Assessment on Student Success","grobid_abstract":"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. 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Practice</span><span>, 1998</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ddd2318f9f35f9c980c884762408f33" 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") if (false) { Aedu.setUpFigureCarousel('profile-work-80106937-figures'); } }); </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">Meanings and Consequences in Standard Setting</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","translated_title":"","metadata":{"abstract":"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. 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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="7985f4ac4ead0b7a0eea2d487fda87f3" 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>$(function () { var workId = 80106935; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106935]").text(description); $(".js-view-count[data-work-id=80106935]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106935; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106935']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7985f4ac4ead0b7a0eea2d487fda87f3" } } $('.js-work-strip[data-work-id=80106935]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106935,"title":"Classroom assessment: Minute by minute, day by day","translated_title":"","metadata":{"publisher":"nj.gov","grobid_abstract":"There is intuitive appeal in using assessment to support instruction: assessment for learning rather than assessment of learning. 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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. 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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." (p. 43).</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-80106944-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-80106944-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47805887/table-1-formative-assessment-getting-the-focus-right"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/86599337/table_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-80106944-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c38c4db02de857cb2d1b356775e4c1c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86599337,"asset_id":80106944,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86599337/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="80106944"><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="80106944"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80106944; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106944]").text(description); $(".js-view-count[data-work-id=80106944]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106944; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106944']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c38c4db02de857cb2d1b356775e4c1c9" } } $('.js-work-strip[data-work-id=80106944]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106944,"title":"Formative Assessment: Getting the Focus Right","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"Writing in 1967, Michael Scriven suggested two roles that evaluation might play. 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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?","translated_title":"","metadata":{"abstract":"... functions of assessment? 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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="e69e9b4fea9d3c3af0c54e0b7ce0268a" 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>$(function () { var workId = 80106940; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106940]").text(description); $(".js-view-count[data-work-id=80106940]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106940; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106940']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e69e9b4fea9d3c3af0c54e0b7ce0268a" } } $('.js-work-strip[data-work-id=80106940]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106940,"title":"National Curriculum Assessments and Programmes of Study: validity and impact","translated_title":"","metadata":{"publisher":"Wiley","grobid_abstract":"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. 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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="91a0ac869f55ec43058b632a76104093" 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>$(function () { var workId = 80106939; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106939]").text(description); $(".js-view-count[data-work-id=80106939]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106939; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106939']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "91a0ac869f55ec43058b632a76104093" } } $('.js-work-strip[data-work-id=80106939]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106939,"title":"‘In praise of educational research’: formative assessment","translated_title":"","metadata":{"publisher":"Wiley","grobid_abstract":"In this paper we trace the development of the King's Formative Assessment Programme (KFAP) from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. 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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"><div class="carousel-container carousel-container--sm" id="profile-work-80106938-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-80106938-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582469/figure-1-teachers-developing-assessment-for-learning-impact"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/86599324/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582481/figure-2-standardized-effect-sizes-by-comparison-type"><img alt="Figure 2: Standardized effect sizes by comparison type " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582501/table-1-the-six-schools-involved-in-the-project-medway-and"><img alt="Table 1. The six schools involved in the project Medway and Dorothy Kavanagh from Oxfordshire who, on behalf of their authori- ties, helped to create and nurture our links with the schools. Their involvement in both planning and delivering the formal in-service sessions, and their support ‘on the ground’ have been invaluable, and it is certain that the project would not have been as successful without their contributions. " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582517/table-2-pattern-of-in-service-sessions-held"><img alt="Table 2. Pattern of in-service sessions held " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582530/table-3-frequencies-of-activities-in-the-action-plans-of"><img alt="Table 3. Frequencies of activities in the action plans of 24 teachers UI ANOS MLE WUE UIE ULE Wad Ra LAA PEVIELL, UUL LUI Udlad LEVULLEU LILLE LlaAle to the original project, from January 1999 to August 2000. The key feature of the inset sessions was the development of action plans. Since we were aware from other studies that effective implementation of formative assess- ment requires teachers to re-negotiate the ‘learning contract’ (c.f. Brousseau, 1984) that they had evolved with their students, we decided that implementing formative assessment would best be done at the beginning of a new school year. For the first six months of the project, therefore, we encouraged the teachers to experiment with some of the strategies and techniques suggested by the research, such as rich questioning, comment-only marking, sharing criteria with learners, and student peer-assessment and self-assessment. Each teacher was then asked to draw up, and later to refine, an action plan specifying which aspects of formative assessment they wished to develop in their practice and to identify a focal class with whom these strategies would be introduced in September 1999. Although there was no inherent structure in these plans (see below), the teachers being free to explore whatever they wished, we did find that they could be organized under the broad headings shown in Table 3. In all, the 24 teachers included a total of 102 activities in their action plans—an average of just over four each. " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582542/table-4-experimental-results-for-the-teachers-involved-in"><img alt="Table 4. Experimental results for the 25 teachers involved in KMOFAP " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/47582552/table-5-effect-sizes-classified-by-teachers-use-of-formative"><img alt="Table 5. Effect sizes classified by teachers’ use of formative assessment strategies " class="figure-slide-image" src="https://figures.academia-assets.com/86599324/table_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-80106938-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6227d210da772b7d237a77ca47cfcf2" 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>$(function () { var workId = 80106938; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106938]").text(description); $(".js-view-count[data-work-id=80106938]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106938; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106938']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a6227d210da772b7d237a77ca47cfcf2" } } $('.js-work-strip[data-work-id=80106938]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106938,"title":"Teachers developing assessment for learning: impact on student achievement","translated_title":"","metadata":{"publisher":"Informa UK Limited","ai_title_tag":"Impact of Formative Assessment on Student Success","grobid_abstract":"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. 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Practice</span><span>, 1998</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ddd2318f9f35f9c980c884762408f33" 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") if (false) { Aedu.setUpFigureCarousel('profile-work-80106937-figures'); } }); </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">Meanings and Consequences in Standard Setting</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","translated_title":"","metadata":{"abstract":"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. 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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="7985f4ac4ead0b7a0eea2d487fda87f3" 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>$(function () { var workId = 80106935; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80106935]").text(description); $(".js-view-count[data-work-id=80106935]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80106935; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80106935']"); 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 (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7985f4ac4ead0b7a0eea2d487fda87f3" } } $('.js-work-strip[data-work-id=80106935]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80106935,"title":"Classroom assessment: Minute by minute, day by day","translated_title":"","metadata":{"publisher":"nj.gov","grobid_abstract":"There is intuitive appeal in using assessment to support instruction: assessment for learning rather than assessment of learning. 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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? 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