A traditional versus a constructivist conception of assessment

References

• Biggs JB. 2003. Teaching for quality at university. Buckingham: SRHE and Open University.
   Google Scholar
• Birenhaum M, Dochy E. (eds). 1996. Alternatives in assessment of advancements, Learning and prior knowledge. Boston: Kluwer.
   Google Scholar
• Bloxham S, West A. 2004. Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment and Evaluation in Higher Education 29(6): 721–733.
   Google Scholar
• Boud D. 1995. Assessment and learning: contradictory or complementary? In: Knight P (ed.), Assessment for learning in higher education. London: Kogan Page. pp 35–48.
   Google Scholar
• Boud D, Falchikov N. 2006. Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education 31(4): 399–413.
   Google Scholar
• Brown GTL. 2004. Teachers' conceptions of assessment: implications for policy and professional development. Assessment in Education 11(3): 301–318.
   Google Scholar
• Brownlee J, Purdie N, Boulton-Lewis G. 2003. An investigation of student teachers' knowledge about their own learning. Higher Education 45: 109–125.
   Web of Science ®Google Scholar
• Chan K-W, Elliott RG. 2002. Exploratory study of Hong Kong teacher education students' epistemological beliefs: cultural perspectives and implications on beliefs research. Contemporary Educational Psychology 27: 392–414.
   Web of Science ®Google Scholar
• Chan K-W, Elliott RG. 2004. Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education 20: 817–831.
   Web of Science ®Google Scholar
• Chan K-W. 2004. Pre-service teachers' epistemological beliefs and conceptions about teaching and learning: cultural implications for research in teacher education. Paper presented at the NZARE AARE Conference, Auckland. Australian Journal of Teacher Education 29(1): 1–13.
   Google Scholar
• Dolmans DHJM, De Grave W, Wolfhagen IHAP, Van de Vleuten CPM. 2005. Problem-based learning: future challenges for educational practice and research. Medical Education 39: 732–741.
   PubMed Web of Science ®Google Scholar
• Ebel RL. 1972. Essentials of educational measurement. London: Prentice-Hall International.
   Google Scholar
• Entwistle N. 2000. Promoting deep learning though teaching and assessment: conceptual frameworks and educational contexts. Paper presented at the TLRP Conference, Leicester. November 2000.
   Google Scholar
• Gijbels D, Dochy F, van den Bossche P, Segers M. 2005. Effects of problem-based learning: a meta-analysis from the angle of assessment. Review of Educational Research Spring 2005, 75(1): 27–61.
   Web of Science ®Google Scholar
• Hofer BK. 2000. Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology 25: 378–405.
   PubMed Web of Science ®Google Scholar
• Hofer BK. 2004. Exploring the dimensions of personal epistemology in differing classroom contexts: student interpretations during the first year of college. Contemporary Educational Psychology 29: 129–163.
   Web of Science ®Google Scholar
• Hofer BK, Pintrich PR. 1997. The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research 67(1): 88–140.
   Web of Science ®Google Scholar
• Howard BC, McGee S, Schwartz N, Purcell S. 2000. The experience of constructivism: transforming teacher epistemology. Journal of Research on Computing in Education 32(4):455–466.
   Google Scholar
• Maclellan E. 2001. Assessment for learning: the differing perceptions of tutors and students. Assessment and Evaluation in Higher Education 26(4): 307–318.
   Google Scholar
• Nijhuis JFH, Segers MSR, Gijselears WH. 2005. Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environments Research 8: 67–93.
   Google Scholar
• Otting H, Zwaal W. 2006. The identification of constructivist pedagogy in different learning environments. In: McCuddy MK (ed.), Thechallenge of educating people to lead in a challenging world. Dordrecht: Springer. pp 171–196.
   Google Scholar
• Perry WG. 1981. Cognitive and ethical growth: the making of meaning. In: Chickering A (ed.), The Modern American College. San Francisco: Jossey-Bass. pp 76–116.
   Google Scholar
• Samuelowicz K, Bain JD. 2001. Revisiting academics' beliefs about teaching and learning. Higher Education 41: 299–325.
   Web of Science ®Google Scholar
• Samuelowicz K, Bain JD. 2002. Identifying academics' orientations to assessment practice. Higher Education 43: 173–201.
   Web of Science ®Google Scholar
• Schommer M. 1990. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology 82: 98–504.
   Web of Science ®Google Scholar
• Schommer M. 1994. Synthesizing epistemological belief research: tentative understandings and provocative confusions. Educational Psychology Review 6(4): 293–319.
   Web of Science ®Google Scholar
• Schommer-Aikins M, Easter M. 2006. Ways of knowing and epistemological beliefs: combined effect on academic performance. Educational Psychology 26(3): 411–423.
   Google Scholar
• Schraw G, Bendixen LD, Dunkle ME. 2002. Development and validation of the epistemic beliefs inventory (EBI). In: Hofer BK, Pintrich PR(eds), Personal epistemology: the psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates. pp 261–275.
   Google Scholar
• Segers M. 2004. Assessment en leren als twee-eenheid: onderzoek naar de impact van assessment op leren. Tijdschrift voor Hoger Onderwijs 22(4): 188–219.
   Google Scholar
• Segers M, Dochy F, De Corte E. 1999. Assessment practices and students' knowledge profiles in a problem-based curriculum. Learning Environments Research 2: 191–213.
   Google Scholar
• Segers M, Dochy F. 2001. New assessment forms in problem-based learning: the value-added of the students' perspective. Studies in Higher Education 26(3): 327–343.
   Web of Science ®Google Scholar
• Struyven K, Dochy F, Janssens S, Schelfhout W, Gielen S. 2006. De effecten van de evaluatie-ervaring op de percepties van studenten over assessment. Pedagogische Studiën 83: 35–54.
   Google Scholar
• Taylor, C. 1994. Assessment for measurement or standards: the peril and promise large-scale assessment reform. American Educational Research Journal 31(2): 231–262.
   Web of Science ®Google Scholar
• Tickle EM, Brownlee J, Nailon D. 2005. Personal epistemological beliefs and transformational leadership behaviours. Journal of Management Development 24(8): 706–719.
   Google Scholar
• Trigwell K, Prosser M, Waterhouse F. 1999. Relations between teachers' approaches to teaching. Higher Education 37: 57–70.
   Web of Science ®Google Scholar
• Van der Vleuten CPM, Dolmans DHJM, Scherpbier AJJA. 2000. The need for evidence in education. Medical Teacher 22(3): 246–250.
   Web of Science ®Google Scholar
• Winning T, Lim E, Townsend G. 2005. Student experiences of assessment in two problem-based dental curricula: Adelaide and Dublin. Assessment and Evaluation in Higher Education 30(5): 489–505.
   Google Scholar