1,149
Views
203
CrossRef citations to date
0
Altmetric
Original Articles

‘In praise of educational research’: formative assessment

&
Pages 623-637 | Published online: 22 Sep 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (77)

Wing Shui Ng & Guoxing Yu. (2023) Students’ attitude to peer assessment process: a critical factor for success. Interactive Learning Environments 31:5, pages 2967-2985.
Read now
Mathilde Lamotte, Marie Izaute & Céline Darnon. (2021) Can tests improve learning in real university classrooms?. Journal of Cognitive Psychology 33:8, pages 974-992.
Read now
Cristina Vögelin, Thorben Jansen, Stefan D. Keller & Jens Möller. (2021) The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments. The Language Learning Journal 49:6, pages 631-647.
Read now
Elie Rached & Michel Grangeat. (2021) French teachers’ informal formative assessment in the context of inquiry-based learning. International Journal of Science Education 43:3, pages 385-406.
Read now
Dennis Kwek, Siao See Teng, Yew Jin Lee & Melvin Chan. (2020) Policy and pedagogical reforms in Singapore: Taking stock, moving forward. Asia Pacific Journal of Education 40:4, pages 425-432.
Read now
Yu-ju Hung. (2019) Bridging assessment and achievement: Repeated practice of self-assessment in college english classes in Taiwan. Assessment & Evaluation in Higher Education 44:8, pages 1191-1208.
Read now
Jennifer Hennessy & Raymond Lynch. (2019) Straddling the marshy divide: exploring pre-service teachers’ attitudes towards teacher research. Educational Review 71:5, pages 595-616.
Read now
Lotta Jons. (2019) The supportive character of teacher education triadic conferences: detailing the formative feedback conveyed. European Journal of Teacher Education 42:1, pages 116-130.
Read now
Julie Rattray. (2018) Affect and ipsative approaches as a counter to pedagogic frailty: the guardian of traditional models of student success. Higher Education Research & Development 37:7, pages 1489-1500.
Read now
Rikke Hartmeyer, Matt P. Stevenson & Peter Bentsen. (2018) A systematic review of concept mapping-based formative assessment processes in primary and secondary science education. Assessment in Education: Principles, Policy & Practice 25:6, pages 598-619.
Read now
Eabhnat Ní Fhloinn & Michael Carr. (2017) Formative assessment in mathematics for engineering students. European Journal of Engineering Education 42:4, pages 458-470.
Read now
Jo-Anne Baird, David Andrich, Therese N. Hopfenbeck & Gordon Stobart. (2017) Assessment and learning: fields apart?. Assessment in Education: Principles, Policy & Practice 24:3, pages 317-350.
Read now
Catarina Andersson & Torulf Palm. (2017) Characteristics of improved formative assessment practice. Education Inquiry 8:2, pages 104-122.
Read now
Barbara Sicherl Kafol, Urban Kordeš & Ada Holcar Brunauer. (2017) Assessment for learning in music education in the Slovenian context – from punishment or reward to support. Music Education Research 19:1, pages 17-28.
Read now
Kristi Mumm, Mari Karm & Marvi Remmik. (2016) Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education 40:6, pages 780-803.
Read now
Alice Man Sze Lau. (2016) ‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. Journal of Further and Higher Education 40:4, pages 509-525.
Read now
Guri A. Nortvedt, Leonor Santos & Jorge Pinto. (2016) Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching. Assessment in Education: Principles, Policy & Practice 23:3, pages 377-395.
Read now
Beng Huat See, Stephen Gorard & Nadia Siddiqui. (2016) Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning. Educational Research 58:1, pages 56-72.
Read now
Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke & Henny P. A. Boshuizen. (2015) Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective. Cogent Education 2:1.
Read now
Hatice Akkoç. (2015) Formative questioning in computer learning environments: a course for pre-service mathematics teachers. International Journal of Mathematical Education in Science and Technology 46:8, pages 1096-1115.
Read now
Tim Cain. (2015) Teachers’ engagement with published research: addressing the knowledge problem. The Curriculum Journal 26:3, pages 488-509.
Read now
Paul Black. (2015) Formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice 22:1, pages 161-177.
Read now
Thi Hong Thanh Pham & Peter Renshaw. (2015) Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices. Assessment & Evaluation in Higher Education 40:1, pages 45-59.
Read now
Qiuxian Chen, Lyn May, Val Klenowski & Margaret Kettle. (2014) The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses. Assessment in Education: Principles, Policy & Practice 21:3, pages 271-285.
Read now
Nicole DiDonato-Barnes, Helenrose Fives & Emily S. Krause. (2014) Using a Table of Specifications to improve teacher-constructed traditional tests: an experimental design. Assessment in Education: Principles, Policy & Practice 21:1, pages 90-108.
Read now
Birgit den Outer, Karen Handley & Margaret Price. (2013) Situational analysis and mapping for use in education research: a reflexive methodology?. Studies in Higher Education 38:10, pages 1504-1521.
Read now
Oscar Odena. (2013) Using software to tell a trustworthy, convincing and useful story. International Journal of Social Research Methodology 16:5, pages 355-372.
Read now
Raymond Lynch, James Vincent Patten & Jennifer Hennessy. (2013) The impact of task difficulty and performance scores on student engagement and progression. Educational Research 55:3, pages 291-303.
Read now
Syed Zulfiqar Ali Shah. (2013) The use of group activities in developing personal transferable skills. Innovations in Education and Teaching International 50:3, pages 297-307.
Read now
Roseanna Bourke & Mandia Mentis. (2013) Self-assessment as a process for inclusion. International Journal of Inclusive Education 17:8, pages 854-867.
Read now
Margaret Heritage & John Heritage. (2013) Teacher Questioning: The Epicenter of Instruction and Assessment. Applied Measurement in Education 26:3, pages 176-190.
Read now
Nancy R. Hoover & Lisa M. Abrams. (2013) Teachers' Instructional Use of Summative Student Assessment Data. Applied Measurement in Education 26:3, pages 219-231.
Read now
Christel P.M. Verberg, Dineke E.H. Tigelaar & Nico Verloop. (2013) Teacher learning through participation in a negotiated assessment procedure. Teachers and Teaching 19:2, pages 172-187.
Read now
Ansgar Allen. (2012) Cultivating the myopic learner: the shared project of high-stakes and low-stakes assessment. British Journal of Sociology of Education 33:5, pages 641-659.
Read now
Helen R. Dixon, Eleanor Hawe & Judy Parr. (2011) Enacting Assessment for Learning: the beliefs practice nexus. Assessment in Education: Principles, Policy & Practice 18:4, pages 365-379.
Read now
Keith S. Taber, Fran Riga, Sue Brindley, Mark Winterbottom, John Finney & Linda G. Fisher. (2011) Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development 15:2, pages 171-186.
Read now
Roseanna Bourke, Mandia Mentis & Liz Todd. (2011) Visibly learning: teachers’ assessment practices for students with high and very high needs. International Journal of Inclusive Education 15:4, pages 405-419.
Read now
Gwyneth Hughes. (2011) Towards a personal best: a case for introducing ipsative assessment in higher education. Studies in Higher Education 36:3, pages 353-367.
Read now
Harm H. Tillema, Kari Smith & Shosh Leshem. (2011) Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education 34:2, pages 139-159.
Read now
DonA. Klinger, Stefania Maggi & Amedeo D’Angiulli. (2011) School Accountability and Assessment: Should We Put the Roof Up First?. The Educational Forum 75:2, pages 114-128.
Read now
Icy Lee. (2011) Bringing innovation to EFL writing through a focus on assessment for learning. Innovation in Language Learning and Teaching 5:1, pages 19-33.
Read now
Randy Elliot Bennett. (2011) Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice 18:1, pages 5-25.
Read now
Paul Black, Christine Harrison, Jeremy Hodgen, Bethan Marshall & Natasha Serret. (2010) Validity in teachers’ summative assessments. Assessment in Education: Principles, Policy & Practice 17:2, pages 215-232.
Read now
Alex Morgan. (2010) Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years. European Early Childhood Education Research Journal 18:1, pages 93-104.
Read now
Iben Maj Christiansen. (2010) Reflections on and suggestions for AJRMSTE. African Journal of Research in Mathematics, Science and Technology Education 14:3, pages 121-130.
Read now
Lesley Mycroft. (2009) The reflective learning of humanities students: is their learning enhanced by a blended approach?. Enhancing Learning in the Social Sciences 2:2, pages 1-25.
Read now
Mary Webb & Jane Jones. (2009) Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice 16:2, pages 165-184.
Read now
Andrew Boyle & Dougal Hutchison. (2009) Sophisticated tasks in e‐assessment: what are they and what are their benefits?. Assessment & Evaluation in Higher Education 34:3, pages 305-319.
Read now
Deborah Craddock & Haydn Mathias. (2009) Assessment options in higher education. Assessment & Evaluation in Higher Education 34:2, pages 127-140.
Read now
Barbara Crossouard. (2009) A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey. Research Papers in Education 24:1, pages 77-93.
Read now
John Pryor & Barbara Crossouard. (2008) A socio‐cultural theorisation of formative assessment. Oxford Review of Education 34:1, pages 1-20.
Read now
Javier Onrubia & José-Ramón Lago. (2008) Asesoramiento psicopedagógico y mejora de las prácticas de evaluación. Journal for the Study of Education and Development 31:3, pages 363-383.
Read now
Emma Marsden. (2007) Can educational experiments both test a theory and inform practice?. British Educational Research Journal 33:4, pages 565-588.
Read now
E. Louise Hayward. (2007) Curriculum, pedagogies and assessment in Scotland: the quest for social justice. ‘Ah kent yir faither’. Assessment in Education: Principles, Policy & Practice 14:2, pages 251-268.
Read now
PaulE. Newton. (2007) Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice 14:2, pages 149-170.
Read now
Alex Morgan. (2007) Using video‐stimulated recall to understand young children's perceptions of learning in classroom settings. European Early Childhood Education Research Journal 15:2, pages 213-226.
Read now
Richard Daugherty. (2007) Mediating academic research: the Assessment Reform Group experience. Research Papers in Education 22:2, pages 139-153.
Read now
P. Black & D. Wiliam. (2007) Large-scale assessment systems: Design principles drawn from international comparisons . Measurement: Interdisciplinary Research and Perspectives 5:1, pages 1-53.
Read now
Beverly Falk, Suzanne Wichterle Ort & Katie Moirs. (2007) Keeping the Focus on the Child: Supporting and Reporting on Teaching and Learning With a Classroom-Based Performance Assessment System. Educational Assessment 12:1, pages 47-75.
Read now
Kate Wall, Steve Higgins, Jen Miller & Nick Packard. (2006) Developing digital portfolios: investigating how digital portfolios can facilitate pupil talk about learning. Technology, Pedagogy and Education 15:3, pages 261-273.
Read now
Christine Skelton & Barbara Read. (2006) Male and female teachers’ evaluative responses to gender and the implications of these for the learning environments of primary age pupils. International Studies in Sociology of Education 16:2, pages 105-120.
Read now
Val Klenowski, Sue Askew & Eileen Carnell. (2006) Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education 31:3, pages 267-286.
Read now
Geoff Whitty. (2006) Education(al) research and education policy making: is conflict inevitable?. British Educational Research Journal 32:2, pages 159-176.
Read now
Stephen Gorard. (2006) Does policy matter in education?. International Journal of Research & Method in Education 29:1, pages 5-21.
Read now
Jeremy Hodgen & Bethan Marshall. (2005) Assessment for learning in English and mathematics: a comparison. The Curriculum Journal 16:2, pages 153-176.
Read now
Kristin M. Bass, Robert L. Brennan, Ginette Delandshere, Caroline Gipps, Lesley A. Rex & Robert J. Sternberg. (2005) Commentaries. Measurement: Interdisciplinary Research and Perspectives 3:2, pages 84-113.
Read now
Graham Butt, Paul Weeden & Phil Wood. (2004) Boys’ Underachievement in Geography: An Issue of Ability, Attitude or Assessment?. International Research in Geographical and Environmental Education 13:4, pages 329-347.
Read now
Dylan Wiliam , Clare Lee, Christine Harrison & Paul Black. (2004) Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy & Practice 11:1, pages 49-65.
Read now

Articles from other publishers (126)

Janet Scull & Damien Lyons. (2024) Teaching phonics in context—stories of teachers’ practice and students’ outcomes. The Australian Journal of Language and Literacy.
Crossref
Zhihui Zhang & Jenifer Crawford. (2023) EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies 29:5, pages 6217-6239.
Crossref
Yuanhua Wang. (2023) Examining the role of sense of belonging and formative assessment in reducing the negative impact of learning anxiety in mathematics. European Journal of Psychology of Education 39:1, pages 431-453.
Crossref
Dalal H. Alfageh, Cindy S. York, Angie Hodge-Zickerman & Ying Xie. (2024) Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study. International Electronic Journal of Mathematics Education 19:1, pages em0768.
Crossref
Ataman Karaçöp & Tufan İnaltekin. (2023) Formative Assessment in Educational Research Published at the Beginning of the New Millennium: Bibliometric Analysis. Journal of Formative Design in Learning 7:2, pages 106-125.
Crossref
Kristin Børte, Sølvi Lillejord, Jessica Chan, Barbara Wasson & Samuel Greiff. (2023) Prerequisites for teachers’ technology use in formative assessment practices: A systematic review. Educational Research Review 41, pages 100568.
Crossref
Narinasamy Ilhavenil & Leh Hong Lee. (2023) Pelaksanaan Pentaksiran Bilik Darjah (PBD) Dalam Kalangan Guru Pra Perkhidmatan IPG Kampus Ilmu Khas. Jurnal Penyelidikan TEMPAWAN.
Crossref
Jennifer H. Coane, John Cipollini, Charlotte Beaulieu, Julianna Song & Sharda Umanath. (2023) The influence of general knowledge test performance on self-ratings of and perceived relationships between intelligence, knowledge, and memory. Scientific Reports 13:1.
Crossref
Elsa Maria Ferro Ribeiro-Silva & Catarina Amorim. 2023. Improving Learning Through Assessment Rubrics. Improving Learning Through Assessment Rubrics 212 228 .
Rosario Ruiz-Olivares & Marién Mesa. (2023) The Effect of Review Questions and Response Cards on Increases in Active, Accurate Responses by Spanish University Students. Psychology Learning & Teaching 22:2, pages 179-194.
Crossref
Wai Kei CHAN, Li ZHANG & Emily OON. (2023) Classroom assessment that tailor instruction and direct learning: A validation studyClassroom assessment that tailor instruction and direct learning: A validation study. International Journal of Assessment Tools in Education 10:2, pages 376-394.
Crossref
Norman B. Mendoza & Zi Yan. (2023) Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation 77, pages 101249.
Crossref
Ottavia Trevisan & Anneke Smits. (2023) Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships. Teaching and Teacher Education 125, pages 103983.
Crossref
Kenneth R. Koedinger, Paulo F. Carvalho, Ran Liu & Elizabeth A. McLaughlin. (2023) An astonishing regularity in student learning rate. Proceedings of the National Academy of Sciences 120:13.
Crossref
Jannette Elwood & Amy Hanna. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 119 128 .
Maria Flavia Mammana, Eugenia Taranto, Despoina Koutsomanoli Filippaki & Georgios Fesakis. 2023. Higher Education Learning Methodologies and Technologies Online. Higher Education Learning Methodologies and Technologies Online 577 600 .
Kirstin Schmidt, Tom Rosman, Colin Cramer, Kris-Stephen Besa & Samuel Merk. (2022) Teachers trust educational science - Especially if it confirms their beliefs. Frontiers in Education 7.
Crossref
Verónica Yáñez Monje. (2022) Criterios de evaluación y retroalimentación formativa: perspectivas docentes. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-16.
Crossref
Jihyun Kim, Serena Salloum, Qinyun Lin & Sihua Hu. (2022) Ambitious instruction and student achievement: Evidence from early career teachers and the TRU math observation instrument. Teaching and Teacher Education 117, pages 103779.
Crossref
Nikki Booth & Victoria Kinsella. (2022) The importance of threshold concepts and formative assessment in lower-secondary school group composing. British Journal of Music Education 39:2, pages 145-156.
Crossref
Jorge Pinto. (2022) O que os alunos sabem acerca da avaliação das aprendizagens. Revemop 4, pages e202213.
Crossref
Leonor Santos. (2022) O feedback como uma poderosa ferramenta para a aprendizagem matemática: uma meta-análise de estudos portugueses. Revemop 4, pages e202210.
Crossref
Shamsiah Banu MOHAMAD HANEFAR, Nusrat ANNY & Sajedur RAHMAN. (2022) Enhancing teaching and learning in higher education through formative assessment: Teachers’ PerceptionsEnhancing teaching and learning in higher education through formative assessment: Teachers’ Perceptions. International Journal of Assessment Tools in Education 9:1, pages 61-79.
Crossref
Charles A. Griffis, Deniz Dishman, Sarah E. Giron, Robyn C. Ward & Susan P. McMullan. (2021) Concept analysis of longitudinal assessment for professional continued certification. Nursing Forum 57:2, pages 311-317.
Crossref
Sello Editor Moyo, Celeste Combrinck & Surette Van Staden. (2022) Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics. Frontiers in Education 7.
Crossref
Zoe Suan Loy Boon. (2021) Coaching: an approach for leadership development in the Singapore education system. International Journal of Mentoring and Coaching in Education 11:1, pages 89-103.
Crossref
Alice Barana, Giulia Boetti & Marina Marchisio. (2022) Self-Assessment in the Development of Mathematical Problem-Solving Skills. Education Sciences 12:2, pages 81.
Crossref
Sandra Herbert, Colleen Vale, Pennie White & Leicha A. Bragg. (2022) Engagement with a formative assessment rubric: A case of mathematical reasoning. International Journal of Educational Research 111, pages 101899.
Crossref
Courtney Bell & Michael Kane. 2022. Teacher Evaluation Around the World. Teacher Evaluation Around the World 9 38 .
Verónica Jiménez & Mila Naranjo. 2022. Global Inclusive Education. Global Inclusive Education 47 63 .
Andrea Mapplebeck & Lynda Dunlop. (2019) Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices. Research in Science Education 51:S2, pages 957-982.
Crossref
S. Khan. (2021) The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives: A Study Conducted in Oxfordshire, England. Cultural-Historical Psychology Культурно-историческая психология 17:2, pages 65-75.
Crossref
Michael Schurig, Jana Jungjohann & Markus Gebhardt. (2021) Minimization of a Short Computer-Based Test in Reading. Frontiers in Education 6.
Crossref
Alice Barana, Marina Marchisio & Matteo Sacchet. (2021) Interactive Feedback for Learning Mathematics in a Digital Learning Environment. Education Sciences 11:6, pages 279.
Crossref
Ingrid Krumphals & Claudia Haagen-Schützenhöfer. (2021) Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. Eurasia Journal of Mathematics, Science and Technology Education 17:6, pages em1972.
Crossref
Majid Rouhani, Monica Divitini & Atle Olso. (2021) Project-based learning and training of in-service teachers in programming: Projects as a bridge between training and practice. Project-based learning and training of in-service teachers in programming: Projects as a bridge between training and practice.
Stefan Blumenthal, Simon Sikora & Kathrin Mahlau. (2021) Lernverlaufsdiagnostik im Rechtschreibunterricht der Grundschule. Diagnostica 67:2, pages 49-61.
Crossref
Harald E. Otto & Ferruccio Mandorli. (2021) Advancing formative assessment in MCAD education: The visual analytics of parametric feature-based solid models. Advanced Engineering Informatics 48, pages 101308.
Crossref
Graham S. MaxwellGraham S. Maxwell. 2021. Using Data to Improve Student Learning. Using Data to Improve Student Learning 11 71 .
Timo Leuders, Katharina Loibl & Tobias Dörfler. (2020) Diagnostische Urteile von Lehrkräften erklären – Ein Rahmenmodell für kognitive Modellierungen und deren experimentelle PrüfungExplaining diagnostic judgments of teachers—a framework for cognitive models and their experimental testing. Unterrichtswissenschaft 48:4, pages 493-502.
Crossref
Miriam Molina-Soria, Cristina Pascual-Arias & Víctor Manuel López-Pastor. (2020) El rendimiento académico y la evaluación formativa y compartida en formación del profesorado. Alteridad 15:2, pages 204-215.
Crossref
Patricia Kruit, Ron Oostdam, Ed van den Berg & Jaap Schuitema. (2018) Performance Assessment as a Diagnostic Tool for Science Teachers. Research in Science Education 50:3, pages 1093-1117.
Crossref
Janet Scull, Noella M. Mackenzie & Terence Bowles. (2020) Assessing early writing: a six-factor model to inform assessment and teaching. Educational Research for Policy and Practice 19:2, pages 239-259.
Crossref
Katharina Loibl, Timo Leuders & Tobias Dörfler. (2020) A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM). Teaching and Teacher Education 91, pages 103059.
Crossref
Alden J. Edson, Diane R. Rogers & Christine A. Browning. 2020. Learning and Performance Assessment. Learning and Performance Assessment 357 388 .
Fatin Kamilia Mohd Arif, Natasha Zaireen Zubir, Maslawati Mohamad & Melor Md Yunus. (2019) BENEFITS AND CHALLENGES OF USING GAME-BASED FORMATIVE ASSESSMENT AMONG UNDERGRADUATE STUDENTS. Humanities & Social Sciences Reviews 7:4, pages 203-213.
Crossref
Su Gao, Katrina Liu & Marilyn McKinney. (2019) Learning formative assessment in the field. International Journal of Mentoring and Coaching in Education 8:3, pages 197-216.
Crossref
Annika Agélii Genlott, Åke Grönlund & Olga Viberg. (2019) Disseminating digital innovation in school – leading second-order educational change. Education and Information Technologies 24:5, pages 3021-3039.
Crossref
Ulrikke Rindal & Lisbeth M BrevikTony Burner. 2019. English Didactics in Norway. English Didactics in Norway 78 97 .
Cristina Vögelin, Thorben Jansen, Stefan D. Keller, Nils Machts & Jens Möller. (2019) The influence of lexical features on teacher judgements of ESL argumentative essays. Assessing Writing 39, pages 50-63.
Crossref
Matthieu J. S. Brinkhuis & Gunter Maris. 2019. Theoretical and Practical Advances in Computer-based Educational Measurement. Theoretical and Practical Advances in Computer-based Educational Measurement 161 173 .
H. Hwess, R. Ayadi, W. Mahouachi, M. Rezgui, H. Balti & L. Hamrouni. (2019) Notes ethnobotanique et ethnopharmacologique sur Portulaca oleracea (L.) . Phytothérapie 16:S1, pages S215-S219.
Crossref
Florence Kyaruzi, Jan-Willem Strijbos, Stefan Ufer & Gavin T.L. Brown. (2018) Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation 59, pages 1-9.
Crossref
Michael Breum Ramsgaard & Sara Juul Østergaard. (2018) An entrepreneurial learning approach to assessment of internships. Education + Training 60:7/8, pages 909-922.
Crossref
Jari Lavonen. 2018. Contemporary Pedagogies in Teacher Education and Development. Contemporary Pedagogies in Teacher Education and Development.
. (2018) Assessment of group work in initial teacher education and training. South African Journal of Education 38:2.
Crossref
María del Carmen Gomez. (2016) Student explanations of their science teachers’ assessments, grading practices and how they learn science. Cultural Studies of Science Education 13:1, pages 1-20.
Crossref
Rachel Basse. (2018) Assessment for learning in the CLIL classroom. Journal of Immersion and Content-Based Language Education 6:1, pages 113-137.
Crossref
Ali Shehadeh. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 6 .
Hamid Asghari & Nina Kilbrink. (2018) Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet. Nordic Journal of Vocational Education and Training, pages 23-43.
Crossref
Subhagata Chattopadhyay, Savitha Shankar, Ramya B. Gangadhar & Karthik Kasinathan. 2018. Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education. Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education 185 206 .
Rolando Jr. C. Villamero & Leda Kamenopoulou. 2018. Inclusive Education and Disability in the Global South. Inclusive Education and Disability in the Global South 81 107 .
Timo Leuders, Tobias Dörfler, Juliane Leuders & Kathleen Philipp. 2018. Diagnostic Competence of Mathematics Teachers. Diagnostic Competence of Mathematics Teachers 3 31 .
Sarita Sahni. 2018. The Future of Higher Education in the Middle East and Africa. The Future of Higher Education in the Middle East and Africa 105 124 .
Karin J. Gerritsen-van Leeuwenkamp, Desirée Joosten-ten Brinke & Liesbeth Kester. (2017) Assessment quality in tertiary education: An integrative literature review. Studies in Educational Evaluation 55, pages 94-116.
Crossref
Paul Bazelais, Tenzin Doleck & David John Lemay. (2017) Exploring the Association Between Formative and Summative Assessments in a Pre-University Science Program. Journal of Formative Design in Learning 1:2, pages 65-72.
Crossref
H. Hwess, R. Ayadi, W. Mahouachi, M. Rezgui, H. Balti & L. Hamrouni. (2017) Notes ethnobotanique et ethnopharmacologique sur Portulaca oleracea (L.)Ethnobotanical and ethnopharmacological notes on Portulaca oleracea (L.). Phytothérapie.
Crossref
Jeong-Hyun Yoon. (2017) Providing Effective Feedback within Pharmacy Practice Education. Korean Journal of Clinical Pharmacy 27:2, pages 55-62.
Crossref
Roni Tinell, Mervi A. Asikainen & Pekka E. Hirvonen. (2017) LEARNING ASSESSMENT VIEWS AND PERCEPTIONS OF FINNISH TEACHERS AND INTERNATIONAL STUDENTS IN POSTGRADUATE PHYSICS STUDIES. Problems of Education in the 21st Century 75:3, pages 270-287.
Crossref
Rob R. Meijer, Anja J. Boevé, Jorge N. Tendeiro, Roel J. Bosker & Casper J. Albers. (2017) The Use of Subscores in Higher Education: When Is This Useful?. Frontiers in Psychology 8.
Crossref
Wing Shui Ng. 2017. Web Data Mining and the Development of Knowledge-Based Decision Support Systems. Web Data Mining and the Development of Knowledge-Based Decision Support Systems 58 77 .
Margaret M. Riel. 2017. The Palgrave International Handbook of Action Research. The Palgrave International Handbook of Action Research 627 646 .
Icy LeeIcy Lee. 2017. Classroom Writing Assessment and Feedback in L2 School Contexts. Classroom Writing Assessment and Feedback in L2 School Contexts 25 39 .
Bick-Har Lam. 2017. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era 247 264 .
Jari Lavonen & Tiina Korhonen. 2017. Educating for the 21st Century. Educating for the 21st Century 243 264 .
Keith S. Taber. 2017. Handbook on Digital Learning for K-12 Schools. Handbook on Digital Learning for K-12 Schools 397 412 .
Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke & Henny P.A. Boshuizen. (2016) Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation 51, pages 126-136.
Crossref
Leonor Santos. (2016) A articulação entre a avaliação somativa e a formativa, na prática pedagógica: uma impossibilidade ou um desafio?. Ensaio: Avaliação e Políticas Públicas em Educação 24:92, pages 637-669.
Crossref
Annika Agélii Genlott & Åke Grönlund. (2016) Closing the gaps – Improving literacy and mathematics by ict-enhanced collaboration. Computers & Education 99, pages 68-80.
Crossref
Hendrickje Catriona Windisch. (2016) How to motivate adults with low literacy and numeracy skills to engage and persist in learning: A literature review of policy interventions. International Review of Education 62:3, pages 279-297.
Crossref
Alden J. Edson, Diane R. Rogers & Christine A. Browning. 2016. Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age 293 323 .
Jari Lavonen & Kalle Juuti. 2016. Miracle of Education. Miracle of Education 125 144 .
Dany Laveault. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation 21 34 .
Michelle McKean & E. Nola Aitken. 2016. Leadership of Assessment, Inclusion, and Learning. Leadership of Assessment, Inclusion, and Learning 25 44 .
Yahui Su. (2015) Ensuring the continuum of learning: The role of assessment for lifelong learning. International Review of Education 61:1, pages 7-20.
Crossref
Hava E. Vidergor. 2015. Applied Practice for Educators of Gifted and Able Learners. Applied Practice for Educators of Gifted and Able Learners 307 319 .
Marita Saldanha, Anand Siddaiah, Avinash M. Veerappa, Nallur B. Ramachandra & Prakash Padakannaya. (2014) Catch Them Before They Fall. SAGE Open 4:4, pages 215824401456052.
Crossref
Paul Black. (2014) Assessment and the aims of the curriculum: An explorer’s journey. PROSPECTS 44:4, pages 487-501.
Crossref
Panayiotis Antoniou & Mary James. (2014) Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. Educational Assessment, Evaluation and Accountability 26:2, pages 153-176.
Crossref
Christopher Andrew Brkich. (2023) High School World History Teachers’ Experiences: Learning to use Authentic Intellectual Work in Schools of Color. The Journal of Social Studies Research 38:2, pages 63-77.
Crossref
Hege Hermansen & Monika Nerland. (2013) Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal 40:1, pages 187-206.
Crossref
David H. Smith & Jeffrey E. Davis. 2014. Teaching and Learning Signed Languages. Teaching and Learning Signed Languages 253 280 .
Sabina Kleitman & Daniel S.J. Costa. (2014) The role of a novel formative assessment tool (Stats-mIQ) and individual differences in real-life academic performance. Learning and Individual Differences 29, pages 150-161.
Crossref
Icy Lee & Peter Falvey. 2014. English Language Education and Assessment. English Language Education and Assessment 221 236 .
M. K. Amedeker. 2014. Indigenist African Development and Related Issues. Indigenist African Development and Related Issues 91 100 .
Paul Black. 2014. International Handbook of Learning, Teaching and Leading in Faith-Based Schools. International Handbook of Learning, Teaching and Leading in Faith-Based Schools 501 514 .
Khaled M. El ebyary. (2013) Profiling Formative Assessment Culture in EFL Teacher Education Programs in the Middle East. Theory and Practice in Language Studies 3:12.
Crossref
Susan Jones, Debra Myhill & Trevor Bailey. (2012) Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing. Reading and Writing 26:8, pages 1241-1263.
Crossref
Marilyn Fleer & Gloria Quiñones. 2013. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy 231 247 .
Lesley Doyle. (2012) Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA. Research in Comparative and International Education 7:4, pages 446-464.
Crossref
Don A. Klinger, Louis Volante & Christopher Deluca. (2012) Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education. Policy Futures in Education 10:4, pages 447-460.
Crossref
Mahmoud F. Alquraan. (2012) Methods of assessing students' learning in higher education. Education, Business and Society: Contemporary Middle Eastern Issues 5:2, pages 124-133.
Crossref
Fay Short & Jesse Martin. (2012) Who Wants to Be a Psychology Graduate? Impact of Formative Multiple-Choice Review Questions on Summative Assessment Performance. Psychology Learning & Teaching 11:2, pages 218-227.
Crossref
Don A. Klinger, Lyn A. Shulha, Rebecca Luce-Kapler & Stephen Elliott. (2012) The Enabling Constraints of Building an Assessment Pedagogy: Engaging Pre-service Teachers in a Professional Exploration of Current Conceptions of Classroom Assessment. The European Journal of Social & Behavioural Sciences 1:1, pages 91-122.
Crossref
Pak Tee Ng. (2012) Mentoring and coaching educators in the Singapore education system. International Journal of Mentoring and Coaching in Education 1:1, pages 24-35.
Crossref
Eli Kari Høihilder, Asgjerd Vea Karlsen & Thomas Moser. (2012) Digitale mapper som redskap i vurderingsprosessen – En undersøkelse blant lærerstudenter i pedagogikk. Norsk pedagogisk tidsskrift 96:1, pages 27-41.
Crossref
Chi Ming Ho, Anthony Wai Chi Leung, Magdalena Mo Ching Mok & Paisley Tsz Mei Cheung. 2013. Self-directed Learning Oriented Assessments in the Asia-Pacific. Self-directed Learning Oriented Assessments in the Asia-Pacific 311 334 .
Benny Hin Wai Yung. 2012. Issues and Challenges in Science Education Research. Issues and Challenges in Science Education Research 125 140 .
Gordon Stobart. (2011) « L’évaluation pour les apprentissages » : d’une expérimentation locale à une politique nationale“Assessing for learning” from local experiments to national policy“La evaluación para los aprendizajes”: de una experimentación local a una política nacional„Die Beurteilung für das Erlernen“: vom Lokalexperiment bis hin zur Nationalpolitik. Revue française de pédagogie:174, pages 41-48.
Crossref
CHARLES CLARK. (2011) Education(al) Research, Educational Policy-Making and Practice. Journal of Philosophy of Education 45:1, pages 37-57.
Crossref
Kim, JinGyu & Byunghwan Lee. (2010) Educational Administration System and Supporting Strategies of Formative Assessment Policies in Korea. Journal of Education & Culture 16:3, pages 93-114.
Crossref
Phillip A. Towndrow, Aik-Ling Tan, Benny H. W. Yung & Libby Cohen. (2008) Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues?. Research in Science Education 40:2, pages 117-132.
Crossref
P. Black. 2010. International Encyclopedia of Education. International Encyclopedia of Education 359 364 .
Bernard Barker. (2009) Leading and learning in schools and universities. Management in Education 23:4, pages 175-181.
Crossref
Eunlim Chi. (2009) Exploring the Factors and Key Aspects of Teachers' Feedback Practice. Asian Journal of Education 10:3, pages 77-102.
Crossref
Olga Gioka. (2008) Teacher or Examiner? The Tensions between Formative and Summative Assessment in the Case of Science Coursework. Research in Science Education 39:4, pages 411-428.
Crossref
Anastasiya A. Lipnevich & Jeffrey K. Smith. (2014) RESPONSE TO ASSESSMENT FEEDBACK: THE EFFECTS OF GRADES, PRAISE, AND SOURCE OF INFORMATION. ETS Research Report Series 2008:1.
Crossref
John MacBeath. (2008) Stories of Compliance and Subversion in a Prescriptive Policy Environment. Educational Management Administration & Leadership 36:1, pages 123-148.
Crossref
Trevor R. Anderson. (2007) Bridging the educational research‐teaching practice gap. Biochemistry and Molecular Biology Education 35:6, pages 471-477.
Crossref
David J. A. Lewis & Robert D. E. Sewell. (2007) Providing Formative Feedback From a Summative Computer-aided Assessment. American Journal of Pharmaceutical Education 71:2, pages 33.
Crossref
Icy Lee. (2007) Assessment for Learning: Integrating Assessment, Teaching, and Learning in the ESL/EFL Writing Classroom. The Canadian Modern Language Review 64:1, pages 199-213.
Crossref
Icy Lee. (2007) Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning?. Assessing Writing 12:3, pages 180-198.
Crossref
Albert Zeyer & Manuela Welzel. 2007. Contributions from Science Education Research. Contributions from Science Education Research 143 156 .

Displaying 200 of 203 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.