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Developing the theory of formative assessment

academic level: graduate studies
first 1.5 pages on the summary, the last 1.5 pages would be a reflection on how it affects in the teaching profession. Please use the article of Black and Wiliam (2009) Developing the theory of formative assessment

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Developing the theory of formative assessment
Paul Black & Dylan Wiliam
Received: 18 September 2008 / Accepted: 30 December 2008 /
Published online: 23 January 2009
# Springer Science + Business Media, LLC 2009
Abstract Whilst many definitions of formative assessment have been offered, there
is no clear rationale to define and delimit it within broader theories of pedagogy.
This paper aims to offer such a rationale, within a framework which can also unify
the diverse set of practices which have been described as formative. The analysis is
used to relate formative assessment both to other pedagogic initiatives, notably
cognitive acceleration and dynamic assessment, and to some of the existing literature
on models of self-regulated learning and on classroom discourse. This framework
should indicate potentially fruitful lines for further enquiry, whilst at the same time
opening up new ways of helping teachers to implement formative practices more
effectively.
Keywords Formative assessment . Assessment for learning . Dynamic assessment .
Self-regulation . Instruction . Pedagogy . Cognitive acceleration . Dialogue
1 Introduction
The purpose of this paper is to develop the theory of formative assessment beyond
the stage reached in our earlier writing, drawing on a variety of sources in the
literature that have addressed this issue, whether directly or obliquely. Our earliest
work on formative assessment (Black and Wiliam 1998a, b) did not start from any
pre-defined theoretical base but instead drew together a wide range of research
findings relevant to the notion of formative assessment. Work with teachers to
explore the practical applications of lessons distilled therefrom (Black et al. 2002,
Educ Asse Eval Acc (2009) 21:5–31
DOI 10.1007/s11092-008-9068-5
P. Black (*)
Department of Education and Professional Studies, King’s College London,
Franklin-Wilkins Building, 150 Stamford Street, London SE1 9NH, UK
e-mail: paul.black@kcl.ac.uk
D. Wiliam
Institute of Education, University of London, London, UK

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