Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 3 |
Descriptor
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 3 |
Books | 1 |
Collected Works - Proceedings | 1 |
Education Level
Elementary Secondary Education | 1 |
Audience
Location
United Kingdom | 2 |
United States | 2 |
Laws, Policies, & Programs
Individuals with Disabilities… | 1 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
Wiliam, Dylan – Educational Leadership, 2020
Referencing a principle from author G.K. Chesterton (to not reform a policy unless you know its original purpose), Wiliam argues that before we make changes to long-established grading practices, we must know the reasons those practices are favored by many teachers, and what benefits the practice may have. He explores why three grading…
Descriptors: Grading, Educational Policy, Educational Change
Wiliam, Dylan – Review of Research in Education, 2010
The idea that validity should be considered a property of inferences, rather than of assessments, has developed slowly over the past century. In early writings about the validity of educational assessments, validity was defined as a property of an assessment. The most common definition was that an assessment was valid to the extent that it…
Descriptors: Educational Assessment, Validity, Inferences, Construct Validity
Black, Paul; Wiliam, Dylan – Phi Delta Kappan, 1998
Firm evidence shows that formative assessment is an essential ingredient of classroom work and that its development can raise achievement standards. Achieving this goal demands a four-point scheme for teacher development: learning from development, a slow, yet steady dissemination process, reduction of obstacles, and substantive research efforts.…
Descriptors: Academic Standards, Educational Policy, Elementary Secondary Education, Formative Evaluation
Gardner, John, Ed. – Paul Chapman Publishing, 2006
In most developed countries, the pursuit of reliable and valid means of assessing people's learning generates high volumes of published discourse and, not infrequently, dissent; the documentation on the various assessment policies, practices and theories could conceivably fill whole libraries. Some of the discourse and much of the dissent relate…
Descriptors: Learning, Student Evaluation, Formative Evaluation, Summative Evaluation