Formative assessment has a significant impact on learning, as much as 1 or 2 grades on GCSE* results.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
(This seminal article was a meta-survey of over 250 publications linking assessment and learning.)
Students can achieve learning goals when they (a) understand the goals, (b) feel like those goals are personal goals, and (c) can evaluate their own progress during courses.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science 18, 119-144.
Formative assessment promotes effective learning and raises the quality of teaching.
Black. P, Harrison. C, Lee. C, Marshall. B, William, D. (2003). Assessment for Learning: Putting it into practice. Oxford University Press.
Learning gains from formative assessment are disproportionately greater for less-able students.
Assessment Reform Group (2002). Assessment for learning – 10 principles: Research-based principles to guide classroom practice. ARG/Nuffield Foundation.
Formative assessment encourages students to take an active role in the management of their own learning.
Juwah, C. et al. (2004) Enhancing Student Learning Through Effective Feedback. The Higher Education Academy.
Purely formative assessment, with no summative standard measurement, is ineffective.
Smith, E. & Gorard, S. (2005). ‘They don’t give us our marks’: The role of formative feedback in student progress. Assessment in Education, 12(1), 21-38.
*GCSE = General Certificate of Secondary Education in England, Wales & Northern Ireland