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Assessment and Learning: differences and relationships between formative and summative assessment
6 references·16 citing·41 second hop
Assessment and Learning: differences and relationships between formative and summative assessment (1997)Assessment and Learning: differences and …The Experience of Learning (2013)The Experience of LearningFormative assessment and the design of instructional systems (1989)Formative assessment and the …The Impact of Classroom Evaluation Practices on Students (1988)The Impact of Classroom Evalu…On the definition of feedback (1983)On the definition of feedbackON EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW (1979)ON EDUCATIONAL PSYCHOLOGY: A …Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…Assessment and learning: fields apart? (2017)Assessment and learning: fiel…Applying learning theories and instructional design models for effective instruction (2016)Applying learning theories an…Getting to the heart of authentic Assessment for Learning (2011)Getting to the heart of authe…The impact of formative feedback on the development of academic writing (2010)The impact of formative feedb…Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model (2008)Using a multidimensional appr…Formative assessment and academic achievement in pre-graduate students of health sciences (2007)Formative assessment and acad…Clarifying the purposes of educational assessment (2007)Clarifying the purposes of ed…Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006)Critical analysis of the curr…Beyond method: assessment and learning practices and values (2006)Beyond method: assessment and…Teachers' summative practices and assessment for learning – tensions and synergies (2005)Teachers' summative practices…Formative assessment: a key to deep learning? (2005)Formative assessment: a key t…Redefining assessment? The first ten years ofassessment in education (2004)Redefining assessment? The fi…Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching (2002)Creating Communities of Share…A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (2002)A Systematic Review of the Im…Mirror, mirror on the wall: identifying processes of classroom assessment (2001)Mirror, mirror on the wall: i…Purposes and Procedures for Assessing Science Process Skills (1999)Purposes and Procedures for A…An introduction to cybernetics (1956)Handbook of Industrial and Organizational Psychology. (1977)The Social Psychology of Organizations. (1979)Developing the theory of formative assessment (2009)Experience and Education (1986)Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Formative assessment at the crossroads: conformative, deformative and transformative assessment (2012)A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL) (2021)The methodology of evaluation (1966)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance (2011)Teachers’ Grading Decision Making: Multiple Influencing Factors and Methods (2015)Assessment for Learning- putting it into practice (2003)Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model (2017)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Conditions Under Which Assessment Supports Students’ Learning (2005)Beyond feedback: developing student capability in complex appraisal (2010)What is assessment for learning? (2011)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Inside the Black Box: Raising Standards through Classroom Assessment (2010)The development of student feedback literacy: enabling uptake of feedback (2018)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning (2020)Microlearning: A New Learning Model (2020)A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022)Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008)Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010)What the student does: teaching for enhanced learning (2012)Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy (1982)A Twelve-Year Longitudinal Study of Science Concept Learning (1991)Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment (2005)Mental models of the earth: A study of conceptual change in childhood (1992)Effects of problem-based learning: a meta-analysis (2003)The Theory and Practice of Online Learning (2008)
this work references cited by second hop

References

  • 1968Educational Psychology: A Cognitive View5,220 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 1979ON EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW1,564 cited
  • 1988The Impact of Classroom Evaluation Practices on Students1,366 cited
  • 2013The Experience of Learning991 cited
  • 1983On the definition of feedback915 cited

Cited by

  • 2005Teachers' summative practices and assessment for learning – tensions and synergies403 cited
  • 2016Applying learning theories and instructional design models for effective instruction372 cited
  • 2007Clarifying the purposes of educational assessment310 cited
  • 2011Getting to the heart of authentic Assessment for Learning295 cited
  • 2005Formative assessment: a key to deep learning?291 cited
  • 2017Assessment and learning: fields apart?260 cited
  • 1999Purposes and Procedures for Assessing Science Process Skills258 cited
  • 2006Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model244 cited
  • 2004Redefining assessment? The first ten years ofassessment in education

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

242 cited
  • 2001Mirror, mirror on the wall: identifying processes of classroom assessment220 cited
  • 2008Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model204 cited
  • 2002Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching200 cited
  • 2006Beyond method: assessment and learning practices and values175 cited
  • 2007Formative assessment and academic achievement in pre-graduate students of health sciences159 cited
  • 2002A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning159 cited
  • 2010The impact of formative feedback on the development of academic writing143 cited