Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

The Formative Purpose: Assessment Must First Promote Learning

by Paul Black & Dylan Wiliam - 2004

In this paper, we first give a brief account of our work with teachers to develop formative assessment practices, including a brief outline of the quantitative results and the impact of the project. Second, we give a full account of the changes in classroom practice that the project schools developed, together with some reflections on their significance in relation to theories of learning and of motivation. Finally, we focus more specifically on those parts of the project that addressed ways in which the teachers dealt with the tensions at the interface between formative and summative assessment.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase The Formative Purpose: Assessment Must First Promote Learning
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

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

Cite This Article as: Teachers College Record Volume 106 Number 14, 2004, p. 20-50
https://www.tcrecord.org ID Number: 18583, Date Accessed: 11/28/2020 5:46:14 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

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 Center for Learning and Teaching Research at Educational Testing Service, Princeton, NJ.
Member Center
In Print
This Month's Issue