Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 8 |
Descriptor
Source
British Educational Research… | 3 |
Research Papers in Education | 2 |
Adults Learning | 1 |
Corwin | 1 |
Curriculum Journal | 1 |
Education Canada | 1 |
Phi Delta Kappan | 1 |
Review of Research in… | 1 |
Teacher Development | 1 |
Author
Wiliam, Dylan | 9 |
Black, Paul | 4 |
Harrison, Christine | 2 |
Lee, Clare | 2 |
Barrett, Catina | 1 |
Bartholomew, Hannah | 1 |
Hayes, Malcolm | 1 |
He, Qingping | 1 |
Heritage, Margaret | 1 |
James, Mary | 1 |
Marshall, Bethan | 1 |
More ▼ |
Publication Type
Journal Articles | 11 |
Reports - Descriptive | 4 |
Reports - Evaluative | 3 |
Reports - Research | 2 |
Books | 1 |
Guides - Classroom - Teacher | 1 |
Information Analyses | 1 |
Reports - General | 1 |
Education Level
Elementary Secondary Education | 3 |
Secondary Education | 2 |
Adult Education | 1 |
Elementary Education | 1 |
Audience
Teachers | 3 |
Location
United Kingdom (England) | 5 |
United Kingdom | 4 |
United States | 3 |
Canada | 1 |
France | 1 |
Germany | 1 |
United Kingdom (London) | 1 |
United Kingdom (Wales) | 1 |
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 – 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
He, Qingping; Hayes, Malcolm; Wiliam, Dylan – Research Papers in Education, 2013
The accuracy of the results of the national tests in English, mathematics and science taken by 11-year olds in England has been a matter of much debate since their introduction in 1994, with estimates of the proportion of students incorrectly classified varying from 10 to 30%. Using live data from the 2009 and 2010 administration of the national…
Descriptors: Foreign Countries, National Curriculum, Accuracy, Classification
Heritage, Margaret; Harrison, Christine – Corwin, 2019
Twenty years after the publication of "Inside the Black Box," the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. "The Power…
Descriptors: Foreign Countries, Comparative Education, Formative Evaluation, Student Evaluation
Black, Paul; Wiliam, Dylan – Curriculum Journal, 2005
This article outlines the main assessment traditions in four countries -- England, France, Germany and the United States -- in order to explore the prospects for the integration of summative and formative functions of assessment during compulsory schooling. In England, teachers' judgments do feed into national assessments, at 7, 11, 14 and 16, but…
Descriptors: Foreign Countries, Accountability, Student Evaluation
Lee, Clare; Wiliam, Dylan – Teacher Development, 2005
This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop.…
Descriptors: Observation, Teaching Methods, Educational Assessment, Professional Development
Peer reviewed
Wiliam, Dylan; Black, Paul – British Educational Research Journal, 1996
Defines a cycle of assessment and action, and a continuum from formative to summative assessments. Illustrates problems caused when one assessment must serve both formative and summative functions. Argues that separating the collection of evidence from its interpretation, or the interpretation of evidence from consequent action, helps alleviate…
Descriptors: Educational Testing, Evaluation Methods, Foreign Countries, Formative Evaluation
Peer reviewed
Venkatakrishnan, Hamsa; Wiliam, Dylan – British Educational Research Journal, 2003
Reports findings of retrospective study of tracked grouping (a fast track for top 25-30% of a cohort and a mixed track for the others) in a mathematics department in a greater London (England) coeducational comprehensive school. Outlines reasons for introducing tracking and explores its effects through teacher interviews and student data. (BT)
Descriptors: Ability Grouping, Analysis of Covariance, Case Studies, Coeducation
Wiliam, Dylan; Bartholomew, Hannah – British Educational Research Journal, 2004
The mathematics achievement of a cohort of 955 students in 42 classes in six schools in London was followed over a 4-year period, until they took their General Certificate of Secondary Education examinations (GCSEs) in the summer of 2000. All six schools were regarded by the Office for Standards in Education (Ofsted) as providing a good standard…
Descriptors: Mathematics Achievement, Grades (Scholastic), Ability Grouping, Mathematics Instruction
James, Mary; Black, Paul; McCormick, Robert; Pedder, David; Wiliam, Dylan – Research Papers in Education, 2006
This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. The origins of the research, in a concern to investigate the organizational and network conditions that support innovation in teaching and learning, and in a perceived need to align research on pedagogy…
Descriptors: Foreign Countries, Educational Innovation, Research Design, Data Analysis
Moore, Brooke – Education Canada, 2009
Teachers are smart people, so why does marking reduce them to stressed and soulless messes? Because in their hearts they know that students do not learn from it, and that drives them nuts. Researchers like Lorna Earl and Dylan Wiliam have looked closely at marking systems and have proven what teachers already know deep down: marking student work…
Descriptors: Feedback (Response), Performance Based Assessment, Grading, Evaluation Methods
Black, Paul; Harrison, Christine; Lee, Clare; Marshall, Bethan; Wiliam, Dylan – Phi Delta Kappan, 2004
In their widely read article "Inside the Black Box," the authors demonstrated that improving formative assessment raises student achievement. Now in this article, they and their colleagues report on a follow-up project that has helped teachers change their practice and students change their behavior so that everyone shares responsibility…
Descriptors: Foreign Countries, Student Evaluation, Evaluation Methods, Grading
Barrett, Catina – Adults Learning, 2008
As a mental health project officer, the author's work is underpinned by a belief that people who have mental health problems are as intelligent, talented and creative as anyone else, and deserve opportunities to reach their full potential. She actively seeks to persuade partner agencies across different sectors that the further education system is…
Descriptors: Mental Health, Adult Education, Foreign Countries, Adult Learning