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Peabody Journal of Education Volume 85, 2010 - Issue 2
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Section 1: Mapping the Terrain of Interim Assessments

School Formative Feedback Systems

Richard Halverson University of Wisconsin-Madison,
Pages 130-146 | Published online: 19 Apr 2010

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Vasiliki Pitsia, Anastasios Karakolidis & Paula Lehane. (2021) Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland. Educational Assessment 26:3, pages 145-162.
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Mohammad Javad Ahmadi, Mamdouh Fadil & Mir Abdullah Miri. (2021) Feedback loops in teacher professional development: A qualitative study in Herat Province of Afghanistan. Cogent Education 8:1.
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Richelle Marynowski, Carmen Mombourquette & David Slomp. (2019) Using Highly Effective Student Assessment Practices as the Impetus for School Change: A Bioecological Case Study. Leadership and Policy in Schools 18:1, pages 117-137.
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Michelle D. Young, Erin Anderson & Angel Miles Nash. (2017) Preparing School Leaders: Standards-Based Curriculum in the United States. Leadership and Policy in Schools 16:2, pages 228-271.
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Kim Schildkamp, Cindy Poortman, Hans Luyten & Johanna Ebbeler. (2017) Factors promoting and hindering data-based decision making in schools. School Effectiveness and School Improvement 28:2, pages 242-258.
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Sun Young Yoon. (2016) Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models. Leadership and Policy in Schools 15:4, pages 500-523.
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Jason C. Immekus & Ben Atitya. (2016) The Predictive Validity of Interim Assessment Scores Based on the Full-Information Bifactor Model for the Prediction of End-of-Grade Test Performance. Educational Assessment 21:3, pages 176-195.
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Mark H. Blitz & Marsha Modeste. (2015) The Differences Across Distributed Leadership Practices by School Position According to the Comprehensive Assessment of Leadership for Learning (CALL). Leadership and Policy in Schools 14:3, pages 341-379.
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LauncelotI. Brown, Laurette Bristol, Joyanne De Four-Babb & DennisA. Conrad. (2014) National Tests and Diagnostic Feedback: What Say Teachers in Trinidad and Tobago?. The Journal of Educational Research 107:3, pages 241-251.
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Shelby Cosner. (2012) Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention. Leadership and Policy in Schools 11:1, pages 26-65.
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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.
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Michael J. Donhost & Vincent A. Anfara$suffix/text()$suffix/text(). (2010) Data-Driven Decision Making. Middle School Journal 42:2, pages 56-63.
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LorrieA. Shepard. (2010) What the Marketplace Has Brought Us: Item-by-Item Teaching With Little Instructional Insight. Peabody Journal of Education 85:2, pages 246-257.
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Paul Goren. (2010) Interim Assessments as a Strategy for Improvement: Easier Said Than Done. Peabody Journal of Education 85:2, pages 125-129.
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KatrinaE. Bulkley, Leslie Nabors Oláh & Suzanne Blanc. (2010) Introduction to the Special Issue on Benchmarks for Success? Interim Assessments as a Strategy for Educational Improvement. Peabody Journal of Education 85:2, pages 115-124.
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Joseph John Morgan, Nancy Beyers Brown, Yun-Ju Hsiao, Catherine Howerter, Pamela Juniel, Lidia Sedano & Wendie Lappin Castillo. (2013) Unwrapping Academic Standards to Increase the Achievement of Students With Disabilities. Intervention in School and Clinic 49:3, pages 131-141.
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Lynn M. Hemmer, Jean Madsen & Mario S. Torres. (2013) Critical analysis of accountability policy in alternative schools: implications for school leaders. Journal of Educational Administration 51:5, pages 655-679.
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Elizabeth Archer, Vanessa Scherman & Sarah Howie. 2013. Data-based Decision Making in Education. Data-based Decision Making in Education 91 112 .
Sandra K. Pylvainen. 2012. Learning and Doing Policy Analysis in Education. Learning and Doing Policy Analysis in Education 163 205 .

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