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Assessment for Learning Research Summary: Difference between revisions
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Summary of research | =Summary of research= | ||
'''Assessment for learning''' | '''Assessment for learning'''<br /> | ||
Highlights of research findings in this area include the following work: | Highlights of research findings in this area include the following work | ||
'''''[http://weaeducation.typepad.co.uk/files/blackbox-1.pdf Inside the black box: raising standards through classroom assessment]''''' | : '''''[http://weaeducation.typepad.co.uk/files/blackbox-1.pdf Inside the black box: raising standards through classroom assessment]''''' | ||
The publication ''Inside the black box: raising standards through classroom assessment ''is an influential pamphlet that summarises the main findings arising from 250 assessment articles (covering nine years of international research) which were studied by Paul Black and Dylan Wiliam. The document is well known and widely used, and acts as a touchstone for many professionals in the field of assessment. | The publication ''Inside the black box: raising standards through classroom assessment'' is an influential pamphlet that summarises the main findings arising from 250 assessment articles (covering nine years of international research) which were studied by Paul Black and Dylan Wiliam. The document is well known and widely used, and acts as a touchstone for many professionals in the field of assessment. | ||
'''''[http://www.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-Beyond-the-Black-Box.pdf Assessment for learning: beyond the black box]''''' | :'''''[http://www.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-Beyond-the-Black-Box.pdf Assessment for learning: beyond the black box]''''' | ||
This publication by the Assessment Reform Group follows up the work of Black and Wiliam and identifies five key factors | This publication by the Assessment Reform Group follows up the work of Black and Wiliam and identifies five key factors | ||
* providing effective feedback to pupils; | * providing effective feedback to pupils; | ||
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* working with an insufficient picture of pupils’ learning needs. | * working with an insufficient picture of pupils’ learning needs. | ||
'''''[http://sasphhs.pennhillswiki.com/file/view/Article+BlackWrkBlBox.pdf Working inside the black box: assessment for learning in the classroom]''''' | :'''''[http://sasphhs.pennhillswiki.com/file/view/Article+BlackWrkBlBox.pdf Working inside the black box: assessment for learning in the classroom]''''' | ||
''Working inside the black box'' picks up where ''Inside the black box''left off. It sets out its main findings under four headings: | |||
''Questioning'' | ''Questioning'' | ||
* More effort has to be spent in framing questions that are worth asking. | * More effort has to be spent in framing questions that are worth asking. | ||
