Theory and Practice of Formative Assessment by D. Wiliam

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  • ISHIDA, Tomohiro
    日本学術振興会特別研究員・教育方法学・発達科学コース博士後期課程1回生

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  • D.ウィリアムによる形成的アセスメントの理論と実践
  • D.ウィリアム ニ ヨル ケイセイテキ アセスメント ノ リロン ト ジッセン

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Abstract

Since the publication of Inside the Black Box in 1998, Wiliam has been exploring theory and practice of formative assessment in collaboration with school practitioners. This paper illustrates and examines the developmental process and core features of Wiliam's ideas regarding formative assessment. Reconsidering Bloom's proposals of formative evaluation, Wiliam expanded the ideas of feedback and evaluative agents, invoking Sadler's argument in 1989. This led to his illustration of formative assessment as a collaborative process by learners and teachers to improve learning in the classroom. In addition, he proposed a framework of formative assessment in which it was possible to reorganize practical techniques in classrooms from the perspective of formative assessment, which was discussed in the context of teacher's teaching skills. Wiliam's idea of formative assessment is oriented to embedding assessment into the process of teaching and learning.

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