Articles
1. Black, P & Wiliam, D (1998), Inside the Black Box: Raising Standards Through Classroom Assessment, Phi Delta Kappan, Vol. 80, No. 2, accessible at http://www.pdkintl.org/kappan/kbla9810.htm
Evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement
2. Neil Cooper, N, (2000), 'Facilitating Learning from Formative Feedback in Level 3 Assessment' in Assessment & Evaluation in Higher Education vol. 25, no. 3, pages 279-291.
It can be accessed online via the university catalogue
This paper presents the development, through action research, of formative elements in assessment in a level 3 compulsory module of the BSc Health Studies and BSc Nursing programmes
3. Gibbs, G, & Simpson, C, (2005) Conditions Under Which Assessment Supports Students’ Learning, Learning and Teaching in Higher Education, Issue 1, 2004-05, accessible at http://www.glos.ac.uk/shareddata/dms/2B70988BBCD42A03949CB4F3CB78A516.pdf
The article proposes a set of ‘conditions under which assessment supports learning’ and justifies these with reference to theory, empirical evidence and practical experience. Pages 9-12 contain a section on "The effectiveness of feedback".
4. Juwah C Macfarlane-Dick, D, Bob Matthew B, Nicol D, Ross, D & Smith, B (2004), Enhancing student learning through effective formative feedback, Higher Education Academy Resources, accessible at http://www.heacademy.ac.uk/resources/detail/id353_effective_formative_feedback_juwah_etal
The report from the Student Enhanced Learning through Effective Feedback (SENLEF) Project considers formative assessment and feedback. It contains principles for undertaking this together with some case studies.
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