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Dorit Alt, Lior Naamati-Schneider & Daniel J.N. Weishut. (2023) Competency-based learning and formative assessment feedback as precursors of college students’ soft skills acquisition. Studies in Higher Education 48:12, pages 1901-1917.
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Nathan Rickey, Michelle Dubek & Christopher DeLuca. (2023) Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment. Cambridge Journal of Education 53:5, pages 605-625.
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Hansol Lee & Jang Ho Lee. (2023) Interpreting the effectiveness of academic English writing programmes in higher education: A meta-analysis. Oxford Review of Education 49:3, pages 281-300.
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Sharmin Söderström. (2023) Computer-based formative assessment for problem solving. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-25.
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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.
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Qiyang Zhang & Nathan Storey. (2022) Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies. Theory Into Practice 61:3, pages 300-311.
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Rie Koizumi. (2022) L2 Speaking Assessment in Secondary School Classrooms in Japan. Language Assessment Quarterly 19:2, pages 142-161.
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Collin Shepley, Devin Graley & Justin D. Lane. (2024) Preparing Preschool Educators to Monitor Child Progress. Infants & Young Children 37:1, pages 20-35.
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Larissa Aust, Birgit Schütze, Jan Hochweber & Elmar Souvignier. (2023) Effects of formative assessment on intrinsic motivation in primary school mathematics instruction. European Journal of Psychology of Education.
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David Baidoo-Anu, Daniel Asamoah & Aaron Adusei. (2023) Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis. International Journal of Educational Research Open 5, pages 100275.
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Nathan Rickey, Christopher DeLuca & Pamela Beach. (2023) Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes. Metacognition and Learning 18:3, pages 945-981.
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Annalisa Soncini, Maria Cristina Matteucci & Fabrizio Butera. (2023) Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices. Social Psychology of Education.
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Christian M. Thurn, Peter A. Edelsbrunner, Michal Berkowitz, Anne Deiglmayr & Lennart Schalk. (2023) Questioning central assumptions of the ICAP framework. npj Science of Learning 8:1.
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Weiwei GuanXiaoshan Yang. (2023) Research on the Innovation of Path of Nurturing Education for Ethnic Minority Students in Service Colleges and Universities in the Context of Big Data. Applied Mathematics and Nonlinear Sciences 0:0.
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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.
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Lars Goertzen, Trudie Schils & Sylvia Heeneman. (2023) Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education 134, pages 104306.
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Collin Shepley, Justin D. Lane & Devin Graley. (2022) Progress Monitoring Data for Learners With Disabilities: Professional Perceptions and Visual Analysis of Effects. Remedial and Special Education 44:4, pages 283-293.
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Hansol Lee & Jang Ho Lee. (2023) Extending the Simple View of Reading in Second and Foreign Language Learning: A Meta-Analytic Structural Equation Modeling Approach. Review of Educational Research.
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Jay Buzhardt, Julia Leonard, Jun Ai, Susan Higgins, Charles Greenwood, Kyle Consolver, Dale Walker & Judith Carta. (2022) Technology to Facilitate Progress Monitoring of Infant–Toddler Growth and Development: Measuring Implementation in Community-Based Agencies. Journal of Special Education Technology 38:2, pages 198-212.
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Peggy P. Chen. (2023) Interactions between self‐regulated learning and assessment for learning in an undergraduate introductory computer science course. New Directions for Teaching and Learning 2023:174, pages 49-56.
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Tida Sottiyotin, Suriyon Uitrakul, Pajaree Sakdiset, Bhudsaban Sukkarn, Thanachaporn Sangfai, Litavadee Chuaboon & Patsamon Palee. (2023) Effective formative assessment for pharmacy students in Thailand: lesson learns from a school of pharmacy in Thailand. BMC Medical Education 23:1.
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E. Caroline Wylie. 2023. International Handbook on Education Development in the Asia-Pacific. International Handbook on Education Development in the Asia-Pacific
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Ilonca Hardy, Nicola Meschede & Susanne Mannel. (2022) Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education. Frontiers in Education 7.
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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.
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Qianying Xuan, Alan Cheung & Dan Sun. (2022) The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology 13.
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Jang Ho Lee & Hansol Lee. (2022) Teachers’ Verbal Lexical Explanation for Second Language Vocabulary Learning: A Meta‐Analysis. Language Learning 72:2, pages 576-612.
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Timo Leuders, Katharina Loibl, Daniel Sommerhoff, Stephanie Herppich & Anna-Katharina Praetorius. (2022) Toward an Overarching Framework for Systematizing Research Perspectives on Diagnostic Thinking and PracticeAuf dem Weg zu einem übergreifenden Rahmen für die Systematisierung von Forschungsperspektiven zu diagnostischem Denken und Handeln. Journal für Mathematik-Didaktik 43:1, pages 13-38.
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Amelia Wenk Gotwals & Dante Cisterna. (2022) Formative assessment practice progressions for teacher preparation: A framework and illustrative case. Teaching and Teacher Education 110, pages 103601.
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Hansol Lee & Jang Ho Lee. (2022) The effects of robot-assisted language learning: A meta-analysis. Educational Research Review 35, pages 100425.
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Narelle English, Pam Robertson, Shelley Gillis & Lorraine Graham. (2022) Rubrics and formative assessment in K-12 education: A scoping review of literature. International Journal of Educational Research 113, pages 101964.
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Verónica Jiménez & Mila Naranjo. 2022. Global Inclusive Education. Global Inclusive Education
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Pınar KARAMAN. (2021) The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis StudyThe Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study. International Journal of Assessment Tools in Education 8:4, pages 801-817.
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Uwe Maier. (2021) Self-referenced vs. reward-based feedback messages in online courses with formative mastery assessments: A randomized controlled trial in secondary classrooms. Computers & Education 174, pages 104306.
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Margarita Christoforidou & Leonidas Kyriakides. (2021) Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation 70, pages 101051.
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José Sánchez-Santamaría, Brenda Imelda Boroel-Cervantes, Fátima-María López-Garrido & David Hortigüela-Alcalá. (2021) Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature. Sustainability 13:7, pages 4047.
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