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- Vol 1 TE: App A
- Vol 2 RE: Chapter 11, App C, App D
- Vol 2 TE: App B
- Vol 4 RE: Chapters 9, 11, 17, App A, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 1, 2, 3, 5, 10, 11, 13, 15, App A
- Vol 5 TE: App C
formative assessmentfeedback processesteacher questioningself-assessmentpeer assessmentmastery learningstudent self-regulationJournal article Evidence summaryAt a glance
Black and Wiliam review research on classroom formative assessment and find consistent evidence that strengthening feedback processes can improve learning. Assessment becomes formative when evidence about understanding is used to adapt teaching and learning, not simply when a task is labelled informal or frequent.
Key ideas
The review examines teacher questioning, feedback, self-assessment, peer processes, mastery learning, and the effects of grades and comparison. Productive feedback helps learners recognise a goal, compare their current state with it, and take action to close the gap. Students' beliefs, motivation, and active role are therefore central. The authors also stress that implementation demands substantial changes in classroom practice.
Why it matters
For educators, the review supports eliciting thinking, interpreting evidence, giving information that guides next steps, and involving students in criteria and self-regulation rather than relying on marks or praise alone.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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