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Classroom Assessment Is Not (Necessarily) Formative Assessment (and Vice-versa)


by Paul Black & Dylan Wiliam — 2004

The terms classroom assessment and formative assessment are often used synonymously, but as the chapters in this collection show, the fact that an assessment happens in the classroom, as opposed to elsewhere, says very little about either the nature of the assessment or the functions that it can serve.


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This article originally appeared as NSSE Yearbook Vol 103. No. 2.


Cite This Article as: Teachers College Record Volume 106 Number 14, 2004, p. 183-188
http://www.tcrecord.org ID Number: 18589, Date Accessed: 12/17/2017 10:55:23 AM

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About the Author
  • Paul Black
    King’s College, University of London
    E-mail Author
    PAUL BLACK is Professor Emeritus of Science Education in the Department of Education and Professional Studies, King’s College, University of London.
  • Dylan Wiliam
    Educational Testing Service
    E-mail Author
    DYLAN WILIAM is formerly Professor of Educational Assessment and Assistant Principal of King’s College, University of London. He is now Senior Research Director of the Learning and Teaching Research Centre at Educational Testing Service, Princeton, NJ.
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