Artikel - Working inside the black box - Black

Working Inside the Black Box:
Assessment for Learning in the Classroom
Door Paul Black, Christine Harrison, Clare Lee, Bethan Mashall and Dylan William

In een artikel vorig artikel "Inside the Black Box," hebben professor Paul Black en Dylan William aangetoond dat het verbeteren van formatieve evaluatie de prestaties van leerlingen verhoogt.
Nu melden zij en hun collega's hun bevindingen uit een volgend project. Dit project heeft er  toe bijgedragen dat leraren hun professionele praktijk veranderen en dat leerlingen hun gedrag veranderen. Hierdoor is er een gedeelde verantwoordelijkheid ontstaan voor het leerproces van de leerlingen.

3 vragen:
1. Is er bewijs dat het verbeteren van formatieve toetsen zorgen voor betere resultaten? JA
2. Is er bewijs dat er mogelijkheden zijn om het formatief toetsen te verbeteren? JA
3. Is er bewijs hoe formatieve toetsen verbeterd moeten worden? = onduidelijk

Bronnenlijst: formatief toetsen

Aanbevolen literatuur

Nederlandstalig:

Timmers, C. & Van der Kleij, F. (2012). De formatieve functie van toetsen. Examens, tijdschrift voor de toetspraktijk, 12(3), 5-7.

Engelstalig:

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18, 5-2

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.

Ruiz-Primo, M. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies In Educational Evaluation, 37(1), 15-24.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.


Praktijkbeschrijvingen

Black, P.,  Harrison, C. Lee, C., Marschall, B., & Wiliam, D. (2004). Working Inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.

Voorbeelden assessment for learning

Youtube playlist

Digitaal toetsen Surfnet

Leren van toetsen persoonlijke playlist

Bronnenlijst - het effect van testen

Bronnen m.b.t. het effect van testen

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Butler, A.C., Karpicke, J.D., & Roediger, H.L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.

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McDaniel, M.A., Roediger, H.L., & McDermott, K.B. (2007). Generalizing test enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.

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Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory. Basic research and implications for educational practice. Perspectives on Psychological Science, 1 (3), 181-210.

Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning. Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.

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