Citations (111)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (45)
E. Janiuniene, M. Stonkiene & M. Šupa. (2024) Information behaviour of students inspired by lecturers' feedback. Educational Research and Evaluation 0:0, pages 1-18.
Read now
Read now
Selda Aras. (2024) Building up formative assessment practices through action research: A study in early childhood teacher education. Journal of Early Childhood Teacher Education 45:1, pages 2-15.
Read now
Read now
Jo-Anne Baird, Victoria Elliott & Steve Strand. (2024) Foreword to the fiftieth volume. Oxford Review of Education 50:1, pages 1-5.
Read now
Read now
Natalie Usher. (2024) Self-regulating writers’ uses and non-uses of peer feedback. Assessment & Evaluation in Higher Education 49:1, pages 53-65.
Read now
Read now
Dillip Kumar Das. (2023) Exploring the impact of feedback on student performance in undergraduate civil engineering. European Journal of Engineering Education 48:6, pages 1148-1164.
Read now
Read now
Sarah-Louise Jones & Richard Procter. (2023) Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities. Technology, Pedagogy and Education 32:4, pages 435-456.
Read now
Read now
B. Tolgfors, D. Barker, G. Nyberg & H. Larsson. (2023) Assessment for and of learning in nonlinear movement education practices. Physical Education and Sport Pedagogy 0:0, pages 1-14.
Read now
Read now
Agneta Grönlund, Joakim Samuelsson & Johan Samuelsson. (2023) When documentation becomes feedback: tensions in feedback activity in Learning Management Systems. Education Inquiry 14:2, pages 194-212.
Read now
Read now
Dylan Scanlon, Ann MacPhail, Claire Walsh & Deborah Tannehill. (2023) Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education. Curriculum Studies in Health and Physical Education 14:1, pages 3-20.
Read now
Read now
Björn Tolgfors & Dean Barker. (2023) The glocalization of physical education assessment discourse. Sport, Education and Society 28:1, pages 1-16.
Read now
Read now
Jawad Golzar, Seyed Ebrahim Momenzadeh & Mir Abdullah Miri. (2022) Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis. Cogent Education 9:1.
Read now
Read now
Yuyang Cai, Min Yang & Juanjuan Yao. (2022) More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement. Assessment in Education: Principles, Policy & Practice 29:6, pages 711-728.
Read now
Read now
George Gyamfi, Barbara Hanna & Hassan Khosravi. (2022) Supporting peer evaluation of student-generated content: a study of three approaches. Assessment & Evaluation in Higher Education 47:7, pages 1129-1147.
Read now
Read now
Jade Caines Lee. (2022) Towards an Antiracist Classroom Formative Assessment Framework. Educational Assessment 27:2, pages 179-186.
Read now
Read now
Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll & John Hattie. (2021) Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 633-656.
Read now
Read now
David Nicol. (2021) The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education 46:5, pages 756-778.
Read now
Read now
Claire Wyatt-Smith & Lenore Adie. (2021) The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. Journal of Curriculum Studies 53:4, pages 399-419.
Read now
Read now
Daniel Hickey & Tripp Harris. (2021) Reimagining online grading, assessment, and testing using situated cognition. Distance Education 42:2, pages 290-309.
Read now
Read now
Natalie Usher. (2020) Developing evaluative judgement in higher education. Assessment for knowing and producing quality work. Assessment in Education: Principles, Policy & Practice 27:6, pages 707-710.
Read now
Read now
Linda Allal. (2020) Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles, Policy & Practice 27:4, pages 332-349.
Read now
Read now
Stephen Merry & Paul Orsmond. (2020) Peer assessment: the role of relational learning through communities of practice. Studies in Higher Education 45:7, pages 1312-1322.
Read now
Read now
J. Joy Cumming, Fabienne M. Van Der Kleij & Lenore Adie. (2019) Contesting educational assessment policies in Australia. Journal of Education Policy 34:6, pages 836-857.
Read now
Read now
Christopher DeLuca, Allison Chapman-Chin & Don A. Klinger. (2019) Toward a Teacher Professional Learning Continuum in Assessment for Learning. Educational Assessment 24:4, pages 267-285.
Read now
Read now
Ruth Dann. (2019) Feedback as a relational concept in the classroom. The Curriculum Journal 30:4, pages 352-374.
Read now
Read now
Shuichi Ninomiya. (2019) The impact of PISA and the interrelation and development of assessment policy and assessment theory in Japan. Assessment in Education: Principles, Policy & Practice 26:1, pages 91-110.
Read now
Read now
Fabienne Michelle Van der Kleij, Jacqueline Joy Cumming & Anne Looney. (2018) Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education: Principles, Policy & Practice 25:6, pages 620-637.
Read now
Read now
Björn Tolgfors. (2018) Different versions of assessment for learning in the subject of physical education. Physical Education and Sport Pedagogy 23:3, pages 311-327.
Read now
Read now
Val Klenowski. (2017) Excellence in university assessment: learning from award-winning practice, by David Carless. Assessment in Education: Principles, Policy & Practice 24:4, pages 506-508.
Read now
Read now
Paul Orsmond & Stephen Merry. (2017) Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education 42:2, pages 289-303.
Read now
Read now
Sue Waite, Orlando Rutter, Adrian Fowle & Andrew Edwards-Jones. (2017) Diverse aims, challenges and opportunities for assessing outdoor learning: a critical examination of three cases from practice. Education 3-13 45:1, pages 51-67.
Read now
Read now
Harry Torrance. (2017) Blaming the victim: assessment, examinations, and the responsibilisation of students and teachers in neo-liberal governance. Discourse: Studies in the Cultural Politics of Education 38:1, pages 83-96.
Read now
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
Read now
Ruth Dann. (2016) Developing understanding of pupil feedback using Habermas’ notion of communicative action. Assessment in Education: Principles, Policy & Practice 23:3, pages 396-414.
Read now
Read now
Carla Casilli & Daniel Hickey. (2016) Transcending conventional credentialing and assessment paradigms with information-rich digital badges. The Information Society 32:2, pages 117-129.
Read now
Read now
Saida Affouneh & Eleanore Hargreaves. (2015) Fear in the Palestinian classroom: pedagogy, authoritarianism and transformation. Pedagogies: An International Journal 10:3, pages 222-237.
Read now
Read now
Leena Salmi & Tuija Kinnunen. (2015) Training translators for accreditation in Finland. The Interpreter and Translator Trainer 9:2, pages 229-242.
Read now
Read now
Maria A. Vlachou. (2015) Does Assessment for Learning Work to Promote Student Learning? The England Paradigm. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 88:3, pages 101-107.
Read now
Read now
Daniel T. Hickey. (2015) A situative response to the conundrum of formative assessment. Assessment in Education: Principles, Policy & Practice 22:2, pages 202-223.
Read now
Read now
Azra Moeed. (2015) Theorizing Formative Assessment: Time for a Change in Thinking. The Educational Forum 79:2, pages 180-189.
Read now
Read now
Jerome De Lisle. (2015) The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago. Assessment in Education: Principles, Policy & Practice 22:1, pages 79-103.
Read now
Read now
Eleanore Hargreaves. (2014) The practice of promoting primary pupils’ autonomy: examples of teacher feedback. Educational Research 56:3, pages 295-309.
Read now
Read now
Ruth Dann. (2014) Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice 21:2, pages 149-166.
Read now
Read now
Rosario Romero-Martín, Antonio Fraile-Aranda, Víctor-Manuel López-Pastor & Francisco-Javier Castejón-Oliva. (2014) The relationship between formative assessment systems, academic performance and teacher and student workloads in higher education / Relación entre sistemas de evaluación formativa, rendimiento académico y carga de trabajo del profesor y del alumno en la docencia universitaria. Journal for the Study of Education and Development 37:2, pages 310-341.
Read now
Read now
Eleanore Hargreaves & Sian Preece. (2014) The value of the personal in teachers’ professional learning: a case study. Professional Development in Education 40:1, pages 130-146.
Read now
Read now
Chris J. Cookson. Using semantic iterative keyword sampling for polyonymous concepts in interlingual educational research by example of ‘formative evaluation’ in German. International Journal of Research & Method in Education 0:0, pages 1-17.
Read now
Read now
Articles from other publishers (66)
Lillian Yun Yung Luk & Cecilia K.Y. Chan. (2024) Assessing student learning in work-integrated learning (WIL): A systematic review on assessment methods and purposes. Studies in Educational Evaluation 81, pages 101345.
Crossref
Crossref
Benjamin Ajibade & Catherine Hayes. (2023) An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®. Higher Education, Skills and Work-Based Learning 14:2, pages 329-351.
Crossref
Crossref
Kemal İZCİ, İlhan İLTER & Gökhan IZGAR. (2024) Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study. International Journal of Assessment Tools in Education 11:1, pages 67-87.
Crossref
Crossref
Osman Nafiz Kaya & Zehra Kaya. (2024) A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting. Research in Science Education.
Crossref
Crossref
Christel H. D. Wolterinck-Broekhuis, Cindy L. Poortman, Kim Schildkamp & Adrie J. Visscher. (2024) Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning. Educational Assessment, Evaluation and Accountability.
Crossref
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
Crossref
Hossein Rezadoust Siah Khaleh Sar. (2023) The role of clandestine assessment in Iranian EFL context: a teacher’s perceptions about the impact of educational digital-based games on teaching and learning English. Education and Information Technologies.
Crossref
Crossref
Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea & Naomi Winstone. (2023) University didactics, innovation and inclusion. Assessment and feedback. EDUCATION SCIENCES AND SOCIETY:1, pages 15-20.
Crossref
Crossref
Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea & Naomi Winstone. (2023) Didattica universitaria, innovazione e inclusione. Valutazione e feedback. EDUCATION SCIENCES AND SOCIETY:1, pages 9-14.
Crossref
Crossref
Boitumelo Molebogeng Diale, Vera Victor-Aigbodion & Chiedu Eseadi. 2023. Fostering Diversity and Inclusion Through Curriculum Transformation. Fostering Diversity and Inclusion Through Curriculum Transformation
101
112
.
Krishna Prasad Adhikari, Dirgha Raj Joshi, Shashidhar Belbase, Lekhnath Sharma & Bishnu Khanal. (2023) Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online. International Journal of Online Pedagogy and Course Design 13:1, pages 1-19.
Crossref
Crossref
Sue Swaffield & Roszalina Rawi. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
21
34
.
Erica Smith. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
491
503
.
Daniel T. Hickey, Tripp Harris & Hyejeong Lee. 2023. Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education
1325
1338
.
Elisha Didam Markus & Nereshnee Govender. 2023. Learning in the Age of Digital and Green Transition. Learning in the Age of Digital and Green Transition
338
348
.
Verónica Yañez Monje & Marcela Palma Troncoso. (2022) Evaluación progresiva de competencias docentes. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad 11:Monográfico, pages 1-16.
Crossref
Crossref
Bih-Jen Fwu, Tong-Rong Yang, Yi-Kai Chen & Rong Chen. (2022) The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context. Frontiers in Psychology 13.
Crossref
Crossref
Özen YILDIRIM & Safiye BİLİCAN DEMİR. (2022) Inside the black box: do teachers practice assessment as learning?Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?. International Journal of Assessment Tools in Education 9:Special Issue, pages 46-71.
Crossref
Crossref
Barbara Crossouard & Paolo Oprandi. 2022. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research
181
196
.
Skevi Vassiliou, Salomi Papadima-Sophocleous & Christina Nicole GiannikasDina Tsagari. 2022. Formative assessment in second language learning: a systematic review and an annotated bibliography. Formative assessment in second language learning: a systematic review and an annotated bibliography
xv
xxi
.
Bettina Vogt. (2021) Supportive assessment strategies as curriculum events in a performance-oriented classroom context. European Educational Research Journal 21:6, pages 1023-1040.
Crossref
Crossref
Caroline Elbra-Ramsay. (2021) Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal. Research in Education 113:1, pages 3-24.
Crossref
Crossref
Daniel Ríos-Muñoz, David Herrera-Araya & Paulina Salinas-Fritz. (2022) Estilos y paradigmas evaluativos en docentes de educación escolar. Magis, Revista Internacional de Investigación en Educación 15, pages 1-29.
Crossref
Crossref
Kohei Nishizuka. (2022) Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School. SAGE Open 12:2, pages 215824402210945.
Crossref
Crossref
Eurika Jansen van Vuuren. 2022. Academic Voices. Academic Voices
161
174
.
Suleiman Kairu Mwangi, Caroline Mutwiri & Purity Muthima. 2022. Academic Voices. Academic Voices
405
415
.
Daniel T. Hickey, Tripp Harris & Hyejeong Lee. 2022. Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education
1
14
.
Francesco Agrusti & Lisa Stillo. (2021) Ricerche in corso. CADMO:1, pages 120-130.
Crossref
Crossref
Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Christine Ablaza, Annemaree Carroll, John Hattie & Sophia Neill. (2021) Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education 105, pages 103387.
Crossref
Crossref
I. B. Shmigirilova, A. S. Rvanova & O. V. Grigorenko. (2021) Assessment in education: Current trends, problems and contradictions (review of scientific publications). The Education and science journal 23:6, pages 43-83.
Crossref
Crossref
Fabienne M. Van der Kleij & Anastasiya A. Lipnevich. (2020) Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability 33:2, pages 345-373.
Crossref
Crossref
Hsiu-Zu Ho, Yeana Lam, Kelly Wahl, Eric Yao, Jackie Grant & Padraig Dunne. (2021) Assessment as Pedagogy in a Compressed-Format Summer Physics Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad 33:1, pages 63-81.
Crossref
Crossref
Moussa Boumadan, Roberto Soto-Varela, Myriam Ortiz-Padilla & César Poyatos-Dorado. (2020) What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?. Sustainability 12:19, pages 8064.
Crossref
Crossref
Andrea Ciani & Alessandra Rosa. (2020) Sviluppare le competenze dei docenti universitari nella prospettiva del formative assessment: una ricerca valutativa su un intervento formativo rivolto a docenti delle Università del Myanmar. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING:1, pages 44-62.
Crossref
Crossref
Ernesto Panadero & Anders Jonsson. (2020) A critical review of the arguments against the use of rubrics. Educational Research Review 30, pages 100329.
Crossref
Crossref
L. K. RaitskayaE. V. Tikhonova. (2020) An Overview of Reviews as a Trend Maker in the Field. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29:3, pages 37-57.
Crossref
Crossref
Kjetil Egelandsdal & Hanne Riese. (2020) Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience. European Journal of Education 55:1, pages 91-104.
Crossref
Crossref
Kim Schildkamp, Fabienne M. van der Kleij, Maaike C. Heitink, Wilma B. Kippers & Bernard P. Veldkamp. (2020) Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research 103, pages 101602.
Crossref
Crossref
Andrea Creech, Maria Varvarigou & Susan HallamAndrea Creech, Maria Varvarigou & Susan Hallam. 2020. Contexts for Music Learning and Participation. Contexts for Music Learning and Participation
61
80
.
Crystal Anne Kalinec-Craig, Priya V. Prasad & Raquel Vallines Mira. 2019. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
226
253
.
Björn Tolgfors. (2018) Transformative assessment in physical education. European Physical Education Review 25:4, pages 1211-1225.
Crossref
Crossref
Ulrikke Rindal & Lisbeth M BrevikTony Burner. 2019. English Didactics in Norway. English Didactics in Norway
78
97
.
Liz Bennett & Sue Folley. (2019) Four design principles for learner dashboards that support student agency and empowerment. Journal of Applied Research in Higher Education 12:1, pages 15-26.
Crossref
Crossref
K. Ann Renninger & Suzanne E. HidiDaniel T. Hickey & Katerina Schenke. 2019. The Cambridge Handbook of Motivation and Learning. The Cambridge Handbook of Motivation and Learning
209
237
.
Fabienne M. Van der Kleij, Lenore E. Adie & J. Joy Cumming. (2019) A meta-review of the student role in feedback. International Journal of Educational Research 98, pages 303-323.
Crossref
Crossref
Cathy BoxCathy Box. 2019. Formative Assessment in United States Classrooms. Formative Assessment in United States Classrooms
25
48
.
Magnus Levinsson. (2018) Skolforskningsinstitutet, konfigurativa översikter och undervisningens komplexitet. Pedagogisk forskning i Sverige 24:1, pages 5-24.
Crossref
Crossref
Mahieddine Adnan Ghecham & Nuha Hamada. (2018) The role of informal institutions in explaining student’s academic engagement. Journal of International Education in Business 11:2, pages 178-194.
Crossref
Crossref
Andreia Balan & Anders Jönsson. (2018) Increased Explicitness of Assessment Criteria: Effects on Student Motivation and Performance. Frontiers in Education 3.
Crossref
Crossref
Kieran Balloo, Carol Evans, Annie Hughes, Xiaotong Zhu & Naomi Winstone. (2018) Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation. Frontiers in Education 3.
Crossref
Crossref
Abdel Rahman Mitib Altakhaineh & Sulafah Abdul Salam Alnamer. (2018) The Impact of Facebookers’ Posts on Other Users’ Attitudes According to Their Age and Gender: Evidence from Al Ain University of Science and Technology. Social Sciences 7:8, pages 128.
Crossref
Crossref
Lenore Adie, Fabienne van der Kleij & Joy Cumming. (2018) The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning. British Educational Research Journal 44:4, pages 704-723.
Crossref
Crossref
Ricky LamRicky Lam. 2018. Portfolio Assessment for the Teaching and Learning of Writing. Portfolio Assessment for the Teaching and Learning of Writing
43
57
.
Karim Sadeghi & Teymour Rahmati. (2017) Integrating assessment as , for , and of learning in a large-scale exam preparation course. Assessing Writing 34, pages 50-61.
Crossref
Crossref
Anna Öhman & Marie Tanner. (2017) Creating space for students' concerns: Embodied feedback practices in hairdressing education. Learning, Culture and Social Interaction 14, pages 79-93.
Crossref
Crossref
Matthew D. Pistilli. (2017) Learner Analytics and Student Success Interventions. New Directions for Higher Education 2017:179, pages 43-52.
Crossref
Crossref
Rosario Romero-Martín, Francisco-Javier Castejón-Oliva, Víctor-Manuel López-Pastor & Antonio Fraile-Aranda. (2017) Formative assessment, communication skills and ICT in Initial teacher education. Comunicar 25:52, pages 73-82.
Crossref
Crossref
Cecilia Ferm Almqvist, John Vinge, Lauri Väkevä & Olle Zandén. (2016)
Assessment
as
learning in music education: The risk of “criteria compliance” replacing “learning” in the Scandinavian countries
. Research Studies in Music Education 39:1, pages 3-18.
Crossref
Crossref
Veronika Laufková. (2017) Formative assessment in foreign countries and in the Czech Republic. e-Pedagogium 17:1, pages 89-99.
Crossref
Crossref
Tansy Jessop. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education
49
64
.
Min Yang, Mui Tai & Cher Ping Lim. (2015) The role of e‐portfolios in supporting productive learning. British Journal of Educational Technology 47:6, pages 1276-1286.
Crossref
Crossref
James T. Laverty, Sonia M. Underwood, Rebecca L. Matz, Lynmarie A. Posey, Justin H. Carmel, Marcos D. Caballero, Cori L. Fata-Hartley, Diane Ebert-May, Sarah E. Jardeleza & Melanie M. Cooper. (2016) Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. PLOS ONE 11:9, pages e0162333.
Crossref
Crossref
Bjorn Tolgfors & Marie Öhman. (2015) The implications of assessment for learning in physical education and health. European Physical Education Review 22:2, pages 150-166.
Crossref
Crossref
Shuichi NINOMIYA. (2016) The Possibilities and Limitations of Assessment for Learning: Exploring the Theory of Formative Assessment and the Notion of “Closing the Learning Gap”. Educational Studies in Japan 10:0, pages 79-91.
Crossref
Crossref
Rebecca C. Itow & Daniel T. Hickey. 2016. Foundation of Digital Badges and Micro-Credentials. Foundation of Digital Badges and Micro-Credentials
411
419
.
Michiel Veldhuis & Marja van den Heuvel-Panhuizen. (2014) Primary School Teachers’ Assessment Profiles in Mathematics Education. PLoS ONE 9:1, pages e86817.
Crossref
Crossref