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.
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