4. フィードバックの効果に関する研究
FB,AfL研究の現状
FIGURE 1. Relative usage across time of the terms “formative assessment” and “assessment for learning.”
essary that the authors explicitly state that the intervention
was formative in nature.
Black and Wiliam’s (1998a) review of formative assess-
ment literature included studies that involved several dif-
ferent learning theories, such as those that investigated the
impacts of mastery learning approaches, curriculum-based
Participants must be from an academic K-12th grade set-
ting. While plenty of research on formative assessment has
been conducted at the postsecondary level (e.g., Cassady &
Gridley, 2005; Buchanan, 2000), studies were restricted to
primary and secondary grades for two reasons. First, it is rea-
sonable to conclude that there may be important differences教育評価論(第 8 講) フィードバックの効果 (1) 平成 27 年 11 月 25 日 4 / 16