Black Paul & Wiliam Dylan (1998). ¬ę Assessment and Classroom Learning ¬Ľ. Assessment in Education, vol. 5, n¬į 1, mars, p. 7–68. En ligne : <http://dx.doi.org/10.1080/0969595980050102>.
Added by: orey (03 Oct 2008 11:28:56 Europe/Paris) Last edited by: Laure Endrizzi (19 Nov 2008 13:40:36 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Black1998
Subcategories: √Čvaluation des √©l√®ves, √Čvaluation des √©l√®ves, √Čvaluation des √©l√®ves
Keywords: √©valuation, √©valuation des √©l√®ves
Creators: Black, Wiliam
Collection: Assessment in Education
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|URLs http://dx.doi.org/ ... 0/0969595980050102|
This article is a review of the literature on classroom formative assessment.
Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
Added by: orey Last edited by: Laure Endrizzi