The article argues that existing definitions of formative assessment lack a clear rationale delimiting the construct within broader theories of pedagogy.¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Many definitions of formative assessment have been offered, but none provides a clear rationale defining and delimiting it within broader theories of pedagogy. → Black 2009

Evidence¶

Black 2009¶

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educ Asse Eval Acc, 21, 5–31. https://doi.org/10.1007/s11092-008-9068-5

q1 · i? · theoretical · r?

Theoretical argument stated in the article's abstract: the authors assert, as the motivating problem for the paper, that "there is no clear rationale to define and delimit" formative assessment "within broader theories of pedagogy" despite many offered definitions. No empirical evidence is reported for this assertion.

"Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy."

Discussion¶

Related Claims¶

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