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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
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