Evaluación Para El Aprendizaje (In English)

Inside the Black Box
Raising Standards Through Classroom Assessment Paul Black and Dylan Wiliam King’s College London School of Education

The Black Box
Raising the standards of learning that are achieved through school education is an important national priority. Governments have been vigorous in the last ten years in making changes in pursuit of this aim. National curriculum testing, thedevelopment of the GCSE, league tables of school performance, initiatives to improve school planning and management, target setting, more frequent and thorough inspection; these are all means to the end. But the sum of all of these doesn’t add up to an effective policy because something is missing. Learning is driven by what teachers and pupils do in classrooms. Here, teachers have to managecomplicated and demanding situations, channelling the personal, emotional and social pressures amongst a group of 30 or so youngsters in order to help them to learn now, and to become better learners in the future. Standards can only be raised if teachers can tackle this task more effectively—what is missing from the policies is any direct help with this task. In terms of systems engineering, presentpolicy seems to treat the classroom as a black box. Certain inputs from the outside are fed in or make demands—pupils, teachers, other resources, management rules and requirements, parental anxieties, tests with pressures to score highly, and so on. Some outputs follow, hopefully pupils who are more knowledgeable and competent, better test results, teachers who are more or less satisfied, and more orless exhausted. But what is happening inside? How can anyone be sure that a particular set of new inputs will produce better outputs if we don’t at least study what happens inside? The answer usually given is that it is up to teachers—they have to make the inside work better. This answer is not good enough for two reasons. First, it is at least possible that some changes in the inputs may becounter-productive—making it harder for teachers to raise standards. Secondly, it seems strange, even unfair, to leave the most difficult piece of the standards-raising task entirely to teachers. If there are possible ways in which policy makers and others can give direct help and support to the everyday classroom task of achieving better learning, then surely these ways ought to be pursuedvigorously. None of the reform items mentioned in the first paragraph is aimed at direct help and support. To be sure, inspections do look inside classrooms, and insofar as they focus on what is happening there they draw attention to important issues. But they are not designed to give help and support, recommendations being in very general terms. This paper is about the inside of the black box. It isfocused on one aspect of teaching— formative assessment, but the argument that we develop is that this feature is at the heart of effective teaching.

The argument
We start from the self-evident proposition that teaching and learning have to be interactive. Teachers need to know about their pupils’ progress and difficulties with learning so that
BERA short Final Draft 1 November 6, 2001

they canadapt their work to meet their needs—needs which are often unpredictable and which vary from one pupil to another. Teachers can find out what they need in a variety of ways — from observation and discussion in the classroom, and from written work of pupils whether done as homework or in class. In this paper, the term ‘assessment’ refers to all those activities undertaken by teachers, and by theirstudents in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs. There is nothing new about this. All teachers make assessments in every class they teach. But there are three...