Article,
Assessment and Classroom Learning
Assessment in Education: Priciples, Policy & Practice, 5 (1): 7-74 (1998)
Abstract
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.
