1. Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. doi:10.1177/003172171009200119
This article, initiated by the Assessment Group of the British Educational Research Association, focuses on how improving formative assessment raises standards and how there is still room for improvement. It discusses the importance of self and peer assessments and effective teaching. They also identified four ways to implement classroom policies to improve formative assessment.
2. Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. doi:10.1080/713695728
Even though this article is written about higher education assessment, the information can be applied to any area of education. Boud states that “sustainable assessment encompasses the abilities required to undertake activates that necessarily accompany learning throughout life in formal and informal settings”. He discusses how both formative and summative assessment influence learning and how students need to be better self-accessors. He goes in to great length about the basic resources needed for sustainable assessment, how this way of thinking will affect teaching and assessment practices, and in the end it provides students with better assessment activities for the future.
3. Brookhart, S. M. (2013). The use of teacher judgement for summative assessment in the USA. Assessment in Education: Principles, Policy & Practice, 20(1), 69–90. doi:10.1080/0969594x.2012.703170
This was written as thesis by Susan Brookhart from Duquesne University. She reviews the history of summative assessment in the...
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...ergent assessment, discovering what the learner knows, understands or can do, is more powerful than convergent assessment- discovering what if the learner knows, understands or can do a predetermined thing.
10. Walker, D.-M. (2012). Classroom assessment techniques: An assessment and student evaluation method. Creative Education, 03(06), 903–907. doi:10.4236/ce.2012.326136
This research was written to increase knowledge about classroom assessment techniques (CATa). Walker explains that CATs are part of formative assessment and provides increase knowledge and promotion in the classroom setting. She includes examples of CATs such as minute papers, one sentence summaries, and directed paraphrasing with the goal of understanding the students learning and effectiveness of the teaching. The article is not long but has many good examples and includes an excellent case study.
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