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The Power of Assessment for Learning
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The Power of Assessment for Learning
Twenty Years of Research and Practice in UK and US Classrooms



December 2019 | 144 pages | Corwin

The future of Assessment for Learning 20 years after Inside the Black Box

Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. 

The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features:

  • Key AfL ideas, approaches, and supports 
  • Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. 
  • Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective

Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.

 
Foreword by Dylan Wiliam
 
Preface
 
Acknowledgments
 
About the Authors
 
Chapter 1 Inside the Black Box Revisited
A New Way of Thinking About Assessment

 
A Systematic Review

 
What Is the Black Box?

 
Getting Into the Details

 
Is There Evidence That Improving Formative Assessment (AfL) Improves Standards?

 
Is There Evidence That There Is Room for Improvement?

 
Is There Evidence About How to Improve Formative Assessment (AfL)?

 
Changing Practice

 
Guiding Principles

 
Improvement as a Journey

 
 
Chapter 2 A Tale of Two Countries
The Tale of the United Kingdom

 
Major Policy Moves in the UK

 
A Tale From the US

 
Two Countries, Two Journeys?

 
 
Chapter 3 Student Role in Assessment for Learning
Expanding Conceptions of AfL

 
Sociocultural Perspective and AfL

 
Self-Regulated Learning

 
Growth Mindsets

 
 
Chapter 4 Planning for Learning
Distinct Teaching Approaches

 
Influences on Changing Practice

 
Concluding Thoughts

 
 
Chapter 5 Transforming Classrooms
Transforming Practice

 
Developing AfL Practices

 
Classroom Routines

 
 
Chapter 6 What Still Needs to Be Explored
From Evidence-Based Practice to Practice-Based Evidence

 
Teachers Need to Be Vigilant for Evidence

 
Interactions Work in a Nuanced and Detailed Way

 
Context Matters

 
Learning Identity

 
Identity-Safe Environments

 
Funds of Knowledge

 
Disciplinary Knowledge

 
 
Index

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ISBN: 9781544361468

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