The Formative Purpose: Assessment Must First Promote Learning

  1. PAUL BLACK1,
  2. DYLAN WILIAM2

Article first published online: 4 APR 2005

DOI: 10.1111/j.1744-7984.2004.tb00047.x

Issue

Yearbook of the National Society for the Study of Education

Yearbook of the National Society for the Study of Education

Volume 103, Issue 2, pages 20–50, June 2004

Additional Information

How to Cite

BLACK, P. and WILIAM, D. (2004), The Formative Purpose: Assessment Must First Promote Learning. Yearbook of the National Society for the Study of Education, 103: 20–50. doi: 10.1111/j.1744-7984.2004.tb00047.x

Author Information

  1. 1

    Paul Black is Professor Emeritus of Science Education in the Department of Education and Professional Studies, King's College, University of London.

  2. 2

    Dylan Wiliam is formerly Professor of Educational Assessment and Assistant Principal of King's College, University of London. He is now Senior Research Director of the Center for Learning and Teaching Research at Educational Testing Service, Princeton, NJ.

  1. We acknowledge the initiative of the Assessment Policy Task Group of the British Educational Research Association (now known as the Assessment Reform Group), which gave the initial impetus and support for our research review. We are grateful to the Nuffield Foundation, which funded the original review and the first phase of our project. We are also grateful to Professor Myron Atkin and his colleagues at Stanford University, who secured funding from the U.S. National Science Foundation (NSF Grant REC-9909370) for the last phase. Finally, we are indebted to the Medway and Oxfordshire local education authorities, their six schools, and above all their 36 teachers who took on the central and risky task of turning our ideas into practical working knowledge.

Publication History

  1. Issue published online: 4 APR 2005
  2. Article first published online: 4 APR 2005

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