| Assessment and classroom learning P Black, D Wiliam Assessment in Education: principles, policy & practice 5 (1), 7-74, 1998 | 15030 | 1998 |
| Inside the black box: Raising standards through classroom assessment P Black, D Wiliam Granada Learning, 1998 | 10468 | 1998 |
| Developing the theory of formative assessment P Black, D Wiliam Educational Assessment, Evaluation and Accountability (formerly: Journal of …, 2009 | 5810 | 2009 |
| Accurate whole human genome sequencing using reversible terminator chemistry DR Bentley, S Balasubramanian, HP Swerdlow, GP Smith, J Milton, ... nature 456 (7218), 53-59, 2008 | 5006 | 2008 |
| Assessment for learning: Putting it into practice P Black, C Harrison, C Lee McGraw-Hill Education (UK), 2003 | 3921 | 2003 |
| 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 |
| 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 |
| 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 |
| 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 |
| Testing: friend or foe?: theory and practice of assessment and testing P Black Routledge, 2002 | 805 | 2002 |
| Classroom assessment and the national science education standards J Coffey, P Black, JM Atkin National Academies Press, 2001 | 712 | 2001 |
| Redefining assessment? The first ten years of assessment in education P Broadfoot*, P Black Assessment in education: Principles, policy & practice 11 (1), 7-26, 2004 | 617 | 2004 |
| Changing the subject: innovations in science, maths and technology education JM Atkin, P Black Routledge, 2005 | 588 | 2005 |
| Learning how to learn and assessment for learning: A theoretical inquiry P Black, R McCormick, M James, D Pedder Research Papers in Education 21 (02), 119-132, 2006 | 426 | 2006 |
| Formative and summative assessment by teachers PJ Black Studies in Science Education 21 (1), 49-97, 1993 | 417 | 1993 |
| 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 |
| The structure of FeAl3. I PJ Black Acta Crystallographica 8 (1), 43-48, 1955 | 367 | 1955 |
| Formative assessment–an optimistic but incomplete vision P Black Assessment in Education: Principles, Policy & Practice 22 (1), 161-177, 2015 | 319 | 2015 |
Dylan WiliamEmeritus professor of educational assessment, University of LondonAdresse e-mail validée de ioe.ac.uk
