The Power of Assessment for Learning
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Description
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.
Contents
Foreword by Dylan Wiliam
Foreword by Dylan Wiliam
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
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
Index
Description
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.
Contents
Foreword by Dylan Wiliam
Foreword by Dylan Wiliam
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
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
Index
Reviews
The Power of Assessment for Learning
Twenty Years of Research and Practice in UK and US Classrooms
December 2019 | 144 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781544361468 | $37.95 |
| Lifetime | 01/02/2026 | 9781544394169 | $35.00 |
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.
Table Of Contents:
- 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