caa a22 4500 463159187 CHVBK 20180406164742.0 cr unu---uuuuu 170326e20070401xx s 000 0 eng 10.1007/s10671-007-9024-z doi (NATIONALLICENCE)springer-10.1007/s10671-007-9024-z Marsh Colin Department of Education, Curtin University, Kent Street, Bentley, 6102, Perth, WA, Australia aut A critical analysis of the use of formative assessment in schools [Elektronische Daten] [Colin Marsh] The literature is replete with exhortations about the need for teachers to use formative assessment. Clearly there are many advantages in doing so. Yet, empirical studies reveal that there is very little evidence that formative assessment is used frequently in classrooms. It is necessary to examine the reasons, why this is the case and to look for possible solutions to the problem. Springer Science+Business Media, Inc., 2007 Assessment nationallicence Examinations nationallicence Formative assessment nationallicence Learning nationallicence Instruction nationallicence Student progress nationallicence Summative assessment nationallicence Educational Research for Policy and Practice Kluwer Academic Publishers 6/1(2007-04-01), 25-29 1570-2081 6:1<25 2007 6 10671 https://doi.org/10.1007/s10671-007-9024-z text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10671-007-9024-z text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Marsh Colin Department of Education, Curtin University, Kent Street, Bentley, 6102, Perth, WA, Australia aut NATIONALLICENCE 773 0- Educational Research for Policy and Practice Kluwer Academic Publishers 6/1(2007-04-01), 25-29 1570-2081 6:1<25 2007 6 10671 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer