Claims

Regular classroom formative assessment can raise student achievement by 0.4–0.7 standard deviations, per studies the chapter cites

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Regular use of classroom formative assessment could raise student achievement by 0.4–0.7 of a standard deviation, an effect the chapter attributes to Black and Wiliam (1998). → Shute 2013

Evidence

Shute 2013

Shute, V. J., & Kim, Y. J. (2013). Formative and stealth assessment. In J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology. Springer. https://doi.org/10.1007/978-1-4614-3185-5_25

q2 · i? · review · r2

The chapter reports, citing Black and Wiliam (1998), that "regular use of classroom formative assessment could raise student achievement by 0.4–0.7 of a standard deviation"—enough, the authors add citing Wiliam and Thompson, to place the US in the top five in international math rankings. This is a second-hand review claim, not a study conducted in the chapter.

"Studies indicate that the regular use of classroom formative assessment could raise student achievement by 0.4–0.7 of a standard deviation (Black & Wiliam, 1998)"

Discussion

Page metadata
Field Value
type claim
id formative-assessment-raises-achievement-04-07-sd
title Regular classroom formative assessment can raise student achievement by 0.4–0.7 standard deviations, per studies the chapter cites
description Regular classroom formative assessment can raise student achievement by 0.4–0.7 standard deviations, per studies the chapter cites
status review
evidence_strength weak
newest_evidence 2013
generated by process:wiki-ingest on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — shute-2013

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