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February 2012 | Volume 54 | Number 2
Improving Student Writing Through Formative Assessments
Experts and educators agree that using formative assessments can significantly increase student achievement, especially when used to improve student writing.
In 1998, British researchers Paul Black and Dylan Wiliam published a meta-analysis drawing from 250 reports that found a typical, strong to medium positive effect size (0.4–0.7) in student learning in classrooms using formative assessments. Black and Wiliam determined that formative assessments can lead to significant learning gains and can help narrow the achievement gap while benefitting all learners.
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Copyright © 2012 by ASCD
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