Teachers Developing Assessment for Learning: Impact on Student Achievement

Autor/inn/en	Wiliam, Dylan; Lee, Clare; Harrison, Christine; Black, Paul
Titel	Teachers Developing Assessment for Learning: Impact on Student Achievement
Quelle	In: Assessment in Education Principles Policy and Practice, 11 (2004) 1, S.49-65 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Secondary School Students; Comparative Analysis; Formative Evaluation; Effect Size; Student Evaluation; Academic Achievement; Evaluation Methods; Instructional Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Sekundarschüler; Schulnote; Studentische Bewertung; Schulleistung; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six-month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size in favour of the intervention was 0.32. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10