Formative Assessment Research
Assessment
Dr. James Popham references two studies of formative assessment
that point to areas of impact for educators. Several focal
areas are identified in the articles (excerpts follow):
1) Inside the Black Box: Raising Standards Through
Classroom Assessment
Black, P., and Wiliam, D. (1998). “Inside
the black box: Raising standards through classroom
assessment,” Phi Delta Kappan, 80, no. 2
(October): 139-148.
HOW CAN WE IMPROVE FORMATIVE ASSESSMENT? “Feedback to any
pupil should be about the particular qualities of his or her
work, with advice on what he or she can do to improve, and should
avoid comparisons with other pupils.” Black, P., and Wiliam,
D. (1998).
“The evolution of effective teaching. What is essential is that
any dialogue should evoke thoughtful reflection in which all
pupils can be encouraged to take part, for only then can the
formative process start to work. In short, the dialogue between
pupils and a teacher should be thoughtful, reflective, focused to
evoke and explore understanding, and conducted so that all pupils
have an opportunity to think and to express their ideas… Across
a range of contexts, attending not to what the teacher is putting
into the instruction but to what the students are getting out of
it has increased both student engagement and
achievement.” Black, P., and Wiliam, D. (1998).
