| Assessment and classroom learning P Black, D Wiliam Assessment in Education: principles, policy & practice 5 (1), 7-74, 1998 | 14968 | 1998 |
| Inside the black box: Raising standards through classroom assessment P Black, D Wiliam Granada Learning, 1998 | 10468 | 1998 |
| Developing a theory of formative assessment P Black, D Wiliam Assessment and learning, 81-100, 2005 | 5809* | 2005 |
| Working inside the black box: Assessment for learning in the classroom P Black, C Harrison, C Lee, B Marshall, D Wiliam Phi delta kappan 86 (1), 8-21, 2004 | 3685 | 2004 |
| What is assessment for learning? D Wiliam Studies in educational evaluation 37 (1), 3-14, 2011 | 2470 | 2011 |
| Embedded formative assessment D Wiliam Solution tree press, 2011 | 1994 | 2011 |
| Integrating assessment with learning: What will it take to make it work? D Wiliam, M Thompson The future of assessment, 53-82, 2017 | 1360 | 2017 |
| Teachers developing assessment for learning: Impact on student achievement D Wiliam*, C Lee, C Harrison, P Black Assessment in education: principles, policy & practice 11 (1), 49-65, 2004 | 1325 | 2004 |
| Effective teachers of numeracy M Askew, M Askew King's College London, 1997 | 1192 | 1997 |
| Inside the black box: Raising standards through classroom assessment P Black, D Wiliam Phi delta kappan 92 (1), 81-90, 2010 | 1170 | 2010 |
| ‘In praise of educational research’: Formative assessment P Black, D Wiliam British educational research journal 29 (5), 623-637, 2003 | 910 | 2003 |
| Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure1 J Boaler, D Wiliam, M Brown British educational research journal 26 (5), 631-648, 2000 | 897 | 2000 |
| continually adapt instruction to meet student needs. C Assessment, D by Day, S Leahy, C Lyon, M Thompson, D Wiliam Assessment 63 (3), 2005 | 848 | 2005 |
| Classroom assessment and pedagogy P Black, D Wiliam Assessment in education: Principles, policy & practice 25 (6), 551-575, 2018 | 843 | 2018 |
| Meanings and consequences: A basis for distinguishing formative and summative functions of assessment? D Wiliam, P Black British educational research journal 22 (5), 537-548, 1996 | 809 | 1996 |
| Keeping learning on track: Classroom assessment and the regulation of learning D Wiliam Information Age Publishing, 2007 | 639 | 2007 |
| ’I’ ll be a nothing’: structure, agency and the construction of identity through assessment[1] D Reay, D Wiliam British educational research journal 25 (3), 343-354, 1999 | 605 | 1999 |
| Formative assessment: Getting the focus right D Wiliam Educational assessment 11 (3-4), 283-289, 2006 | 508 | 2006 |
| An integrative summary of the research literature and implications for a new theory of formative assessment D Wiliam Handbook of formative assessment, 18-40, 2010 | 473 | 2010 |
| The formative purpose: Assessment must first promote learning P Black, D Wiliam Yearbook of the National Society for the Study of Education 103 (2), 20-50, 2004 | 414 | 2004 |
Paul BlackProfessor of Science Education, Emeritus,King's College LondonGeverifieerd e-mailadres voor kcl.ac.uk
