Citations (46)
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Bronwen Cowie & Christine Harrison. (2021) The what, when & how factors: reflections on classroom assessment in the service of inquiry. International Journal of Science Education 43:3, pages 449-465.
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Valerie L. Mills & Christine Harrison. (2020) Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth. Educational Assessment 25:4, pages 331-354.
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Hem Dayal, Govinda Lingam, Lalesh Sharma, Billy Fitoo & Vulori Sarai. (2020) Fijian primary school leaders’ beliefs and practices about assessment. Asia-Pacific Journal of Teacher Education 48:2, pages 168-186.
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Bronwen Cowie, Christine Harrison & Jill Willis. (2018) Supporting teacher responsiveness in assessment for learning through disciplined noticing. The Curriculum Journal 29:4, pages 464-478.
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Sreekanth Yagnamurthy. (2017) Continuous and comprehensive evaluation (CCE): policy and practice at the national level. The Curriculum Journal 28:3, pages 421-441.
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Tony Burner. (2016) Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research 60:6, pages 626-648.
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Lisbeth Gyllander Torkildsen & Gudrun Erickson. (2016) ‘If they'd written more…’ – On students’ perceptions of assessment and assessment practices. Education Inquiry 7:2.
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Siv M. Gamlem. (2015) Feedback to support learning: changes in teachers’ practice and beliefs. Teacher Development 19:4, pages 461-482.
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Rolina Al-Wassia, Omayma Hamed, Heidi Al-Wassia, Reem Alafari & Reda Jamjoom. (2015) Cultural challenges to implementation of formative assessment in Saudi Arabia: An exploratory study. Medical Teacher 37:sup1, pages S9-S19.
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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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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.
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M. Gamlem & Kari Smith. (2013) Student perceptions of classroom feedback. Assessment in Education: Principles, Policy & Practice 20:2, pages 150-169.
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Max Strandberg & Viveca Lindberg. (2012) Feedback in a multiethnic classroom discussion: a case study. Intercultural Education 23:2, pages 75-88.
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Val Brooks & Nigel Fancourt. (2012) Is self-assessment in religious education unique?. British Journal of Religious Education 34:2, pages 123-137.
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Nadine Johnson & Mark Winterbottom. (2011) Supporting girls’ motivation in science: a study of peer‐ and self‐assessment in a girls‐only class. Educational Studies 37:4, pages 391-403.
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Ann MacPhail & John Halbert. (2010) ‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education. Assessment in Education: Principles, Policy & Practice 17:1, pages 23-39.
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Helen Dixon & Mavis Haigh. (2009) Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development 13:2, pages 173-186.
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David Miller & Fiona Lavin. (2007) ‘But now I feel I want to give it a try’: formative assessment, self-esteem and a sense of competence. The Curriculum Journal 18:1, pages 3-25.
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Articles from other publishers (28)
Kumaran RajaramKumaran Rajaram. 2023. Learning Intelligence: Innovative and Digital Transformative Learning Strategies. Learning Intelligence: Innovative and Digital Transformative Learning Strategies
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PAVLÍNA ČÁSTKOVÁ. (2022) CRAFTS CREATIVITY AND ITS DEVELOPMENT FROM THE PRIMARY SCHOOL TEACHERS` PERSPECTIVE. AD ALTA: Journal of Interdisciplinary Research 12:2, pages 26-31.
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Natasha Pourdana & Kobra Tavassoli. (2022) Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia 12:1.
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Bronwen Cowie & Helen Trevethan. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Bronwen Cowie & Helen Trevethan. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Lonneke H. Schellekens, Harold G.J. Bok, Lubberta H. de Jong, Marieke F. van der Schaaf, Wim D.J. Kremer & Cees P.M. van der Vleuten. (2021) A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation 71, pages 101094.
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Amanda O’Shea. (2020) Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?. Polish Journal of Educational Studies 72:1, pages 64-78.
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Maryam Ataie-Tabar, Gholamreza Zareian, Seyyed Mohammad Reza Amirian & Seyyed Mohammad Reza Adel. (2019) A Study of Socio-Cultural Conception of Writing Assessment Literacy: Iranian EFL Teachers’ and Students’ Perspectives探究寫作評量素養中的社會文化觀:伊朗英語教師與學生的觀點. English Teaching & Learning 43:4, pages 389-409.
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Ulrikke Rindal & Lisbeth M BrevikTony Burner. 2019. English Didactics in Norway. English Didactics in Norway
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Lukáš Rokos & Jana Lišková. (2019) Kvalita vrstevnické zpětné vazby při badatelské úloze z biologie člověka v hodinách přírodopisu. Pedagogická orientace 29:1, pages 43-72.
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Chris Davison. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching
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Chris Davison. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching
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Pavlína ČÁSTKOVÁ. (2018) DEVELOPMENT OF PUPIL´S SELFASSESSMENT AS A PART OF TEACHER´S ASSESSMENT STRATEGY IN TECHNICAL EDUCATION AT PRIMARY SCHOOL. Journal of Technology and Information 10:2, pages 41-53.
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Lenore Ellen Adie, Jill Willis & Fabienne Michelle Van der Kleij. (2018) Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher 45:1, pages 1-12.
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S. Lizette Ramos de Robles. (2016) Silencing of voices in a Swedish science classroom. Cultural Studies of Science Education 13:1, pages 21-29.
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Veronika Laufková & Kateřina Novotná. (2018) Školní hodnocení z pohledu žáků. ORBIS SCHOLAE 8:1, pages 111-127.
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Pavlína Částková. 2018. Rozvoj sebehodnocení žáka v technické výchově na primární škole. Rozvoj sebehodnocení žáka v technické výchově na primární škole.
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Georgia Solomonidou & Michalis Michaelides. (2017) Students’ conceptions of assessment purposes in a low stakes secondary-school context: A mixed methodology approach. Studies in Educational Evaluation 52, pages 35-41.
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Bronwen Cowie & Dawn Penney. 2016. Leadership of Assessment, Inclusion, and Learning. Leadership of Assessment, Inclusion, and Learning
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Lois R. Harris & Gavin T.L. Brown. (2013) Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education 36, pages 101-111.
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Jill Willis, Lenore Adie & Val Klenowski. (2013) Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher 40:2, pages 241-256.
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Gavin T.L. Brown, Lois R. Harris & Jennifer Harnett. (2012) Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education 28:7, pages 968-978.
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Bronwen Cowie, Kathrin Otrel-Cass & Judy Moreland. 2012. Understanding Teaching and Learning. Understanding Teaching and Learning
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Bronwen Cowie. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education
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Joëlle Morrissette. (2011) Formative Assessment: Revisiting the territory from the point of view of teachers. McGill Journal of Education 46:2, pages 247-265.
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Gayle A. Buck, Amy Trauth‐Nare & Juliann Kaftan. (2009) Making formative assessment discernable to pre‐service teachers of science. Journal of Research in Science Teaching 47:4, pages 402-421.
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Joëlle Morrissette. (2014) Un panorama de la recherche sur l’évaluation formative des apprentissages. Mesure et évaluation en éducation 33:3, pages 1-27.
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