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- W6758265 abstract "Since the group at King’s started work on formative assessment in 1996, our two booklets, Inside the Black Box (Black & Wiliam 1998a) and Working Inside the Black Box (Black et al. 2002) and our book based on the work with schools (Black et al. 2003) have all been ‘best sellers’, whilst our research article reviewing the evidence that formative reform really raises standards (Black & Wiliam 1998b) has been widely quoted. The ideas and practices have been advertised and used in both the Key Stage 3 strategy and in the Primary National Strategy, and I and many others still receive many invitations to give talks and to run INSET training. But whilst all this sounds like a success story, and I and colleagues have been cheered to see the many productive changes that have come about in schools, we have also met examples where practical implementation seems to be based on limited understanding and superficial adoption. So this article is not a fair review, but rather unfairly negative in focussing on aspects of this work which can inhibit the main potential reward of formative assessment – the improvement of pupils’ capacity to learn." @default.
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- W6758265 date "2007-01-01" @default.
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- W6758265 title "Full marks for feedback" @default.
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