Formative Assessment Resources

The research supporting the effectiveness of formative assessment in the classroom is overwhelming. 

Several of the following links go directly to articles available online, while others take you to sites where you can purchase articles or books.

Classroom Assessment 

Atkin, J.M., Black, P., & Coffey, J. (2001).  Classroom Assessment and the National Science Education Standards. Washington, DC: National Academy Press. 

Black, P. (1998). As cited in Brookhart, S. M. (1999) Education Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass. 

Black, P., Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessments. Phi Delta Kappan. 

Bloom, B. “The Search for Methods of Group Interaction as Effective as One-on-One Tutoring” (1984), Educational Leadership, pp. 4-17. 

Boud, D. (2000). Sustainable assessment: Rethinking assessment for the Learning Society. Studies in Continuing Education, 22 (2), pp. 151-167. 

Chappuis, S., Stiggins, R.J., Arter, J., Chappuis, J. (2005). Assessment for Learning: An Action Guide for School Leaders, Assessment Training Institute, Portland, OR. 

Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481. 

Gardner, John (ed.) (2006). Assessment and Learning. London, England: Sage Publications. 

Gregory, K., Cameron, C., & Davies, A. (1997). Setting and Using Criteria. Merville, British Columbia, Canada: Connections Publishing. 

Gregory, K., Cameron, C., & Davies, A. (2000). Self-Assessment and Goal-Setting. Merville, British Columbia, Canada: Connections Publishing. 

Gregory, K., Cameron, C., & Davies, A. (2001). Conferencing and Reporting. Merville, British Columbia, Canada: Connections Publishing. 

Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. 

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19-24. 

Marzano, Robert J. (2006). Classroom Assessment & Grading that Work, Association for Supervision and Curriculum Development, Alexandria, Virginia.

Meisels, S., Atkins-Burnett, S., Xue, Y., Bickel, D. (2003). Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children’s Achievement Scores, Educational Policy Archives, 11(9), pp. 19.

Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22(3), 155-175.

Nicol, D. & Macfarlane-Dick, D. (2006). Rethinking Formative Assessment in HE: A Theoretical Model and Seven Principles of Good Feedback Practice

Nyquist, J. B. (2003). The Benefits of Reconstruing Feedback as a Larger System of Formative Assessment: A Meta-analysis. Unpublished Vanderbilt University Master of Science thesis.

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science 28(1), 4-13.

Fadel, C., Honey, M., & Pasnik, S. (2007). Assessment in the Age of Innovation. Education Week (Published Online), May 18.

Rodriquez, M. (2004). The Role of Classroom Assessment in Student Performance on TIMSS. Applied Measurement in Education, 17(1), pp.1-24.

Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, pp. 119-144.

Shavelson, R. J., Baxter, G. P., & Pine, J. (1992). Performance assessments: Political rhetoric and measurement reality. Educational Researcher, 21(4), 22-27.

Thompson, M., Wiliam, D., Tight but Loose: A Conceptual Framework for Scaling up School Reform, Paper presented at the annual meeting of the American Educational Research Association (AERA), April 9 – April 13, 2007, Chicago, IL.

Tunstall, P. & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal.

Wiliam, D. (2006). Does Assessment Hinder Learning? ETS Europe Breakfast Seminar: Professor Dylan Wiliam’s Speech

Wiliam, D. The impact of educational research on mathematics education. In A. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick & F.K.S. Leung (Eds.), Second International Handbook of Mathematics Education (pp. 469-488). Dordrecht, Netherlands: Kluwer Academic Publishers.

Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45 (4), p. 477-501. 

Instructional Practice

Cobb, P. K., McClain, T., Lamberg, S., Dean, C. (2003). Situating teachers’ instructional practices in the institutional setting of the school and district. Educational Researcher, 32 (Number 6), 3-12.

Cohen, D. K., Hill, H. C. (1998). State policy and classroom performance. Philadelphia, University of Pennsylvania Consortium for Policy Research in Education.

Daniels, M.B., Bizar, M. Teaching the best practice way: Methods that matter, K-12. Portland, Me.: Stenhouse Publishers.

DuFour, R. (2004). What is a professional learning community?. Educational Leadership. Schools as Learning Communities, 61(8), 6-11.

Haycock, K. (1998). Good teaching matters . . . a lot. Thinking K-16. 3(2), 1-14.

Heritage, M. (2007). What do teachers need to know and do? (unpublished manuscript).

Kellough, R.D. & Kellough, N.G. (1999). Secondary School Teaching: A Guide to Methods and Resources; Planning for Competence.

Marzano, R., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257.

Vygotsky, L. (1978). Mind in Society. (Trans. M. Cole, pp. 84-91). Cambridge, MA: Harvard University Press.

Wright, S. P., S. P. Horn and W. L. Sanders (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.

Professional Development

Elmore, Richard E. (2002). Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education. The Albert Shanker Institute.

Garet, M. S., Porter, A., Desimone, L., Birman, B., Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. AERJ, 38(4), 914-945.

Gilbert, T. F. (1978). Human Competence: Engineering Worthy Performance. New York: McGraw-Hill.

Ingvarson, L., Meiers, M., Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10).

School Improvement

Elmore, Richard E. (2000). Building a New Structure for School Leadership. The Albert Shanker Institute.