The Formative Purpose: Assessment Must First Promote Learning
The Formative Purpose: Assessment Must First Promote Learning
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形成目的：评估必须首先促进学习
DOI：
10.1177/016146810410601402
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
D. Wiliam
中科院分区：
文献类型：
--
作者：
P. Black;D. Wiliam
本文首先回顾了形成性评价的文献(Black&Wiliam，1998a)。这篇综述提供了来自几个国家的研究人员发表的250多篇文章中的证据，帮助我们确立了三个主要观点。首先，有强有力的证据表明，改进形成性评估可以提高学生的表现标准。在教育领域，很少有倡议有如此强大的证据来支持提高标准的主张。第二点涉及目前学校课堂评估做法的质量。在这里，发表的课堂研究的证据再次给出了明确和积极的答案：教师使用的评估方法在促进良好学习方面并不有效；评分和评分做法倾向于强调竞争
The work described in this paper started with a review of the literature on formative assessment (Black & Wiliam, 1998a). That review presents evidence from more than 250 articles by researchers from several countries that helped us to establish three main points. First, there is strong and rigorous evidence that improving formative assessment can raise standards of students’ performance. There have been few initiatives in education with such a strong body of evidence to support a claim to raise standards. The second point concerns the quality of current classroom assessment practices in schools. Here again, the published evidence from classroom research gave a clear and positive answer: the assessment methods that teachers use are not effective in promoting good learning; marking and grading practices tend to emphasize competition
影响因子：
2.5
作者：
SADLER, DR
通讯作者：
SADLER, DR
影响因子：
16.4
作者：
DWECK, CS
通讯作者：
DWECK, CS