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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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2 references
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- Vol 2 RE: App D
retrieval practiceclassroom assessmentapplied researchschool–researcher collaborationlow-stakes quizzesdelayed retentionJournal article Evidence summaryAt a glance
This article reports lessons from a five-year partnership involving a cognitive scientist, a middle-school teacher, a principal, and more than 1,400 students.
Key ideas
The programme tested retrieval practice in authentic classrooms rather than relying only on laboratory findings. Across several studies, brief quizzes and other opportunities to retrieve course content improved long-term learning, including performance on later classroom assessments. The authors emphasize that productive applied research depends on sustained collaboration: teachers contribute knowledge of learners and curriculum, school leaders create workable conditions, and researchers provide experimental design and analysis. For educators, the work supports integrating low-stakes retrieval into normal instruction and using feedback to strengthen learning.
Why it matters
It also shows why school-based research must balance scientific control with the practical demands and variability of real classrooms.
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- Vol 3 RE: Chapters 14, 16
classroom assessmentpedagogical decision-makingformative feedbacklearner agencyclassroom discoursetask designteacher judgmentJournal article Evidence summaryAt a glance
Black and Wiliam embed classroom assessment within a theory of pedagogy rather than treating it as a separate set of techniques.
Key ideas
They analyse teaching as the creation and regulation of learning environments in which teachers, peers, and learners make contingent decisions. Assessment evidence matters because it informs those decisions, while curriculum, task design, classroom discourse, and relationships shape what evidence can be produced and how it is used. The article examines the roles of feedback, learner agency, disciplinary content, and teachers' professional judgment, arguing that formative practice cannot be reduced to generic routines. For educators, it recommends designing tasks and dialogue that expose relevant thinking, interpreting responses through knowledge of the subject and learner, and adapting instruction while preserving meaningful educational aims.
Why it matters
Assessment quality is therefore inseparable from pedagogical quality.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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