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The Curriculum Journal Volume 16, 2005 - Issue 2: Special Issue: Formative Assessment. Guest Editor: Paul Black
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Original Articles

The importance of pedagogical content knowledge in assessment for learning practices: a case-study of a whole-school approach

Alister Jones
&
Judy Moreland
Pages 193-206 | Published online: 17 Feb 2007

Citations (27)

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Zi Yan, Ziqi Li, Ernesto Panadero, Min Yang, Lan Yang & Hongling Lao. (2021) A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice 28:3, pages 228-260.
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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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Hege Hermansen. (2014) Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. The Curriculum Journal 25:4, pages 470-494.
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Peter Yongqi Gu. (2014) The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?. Assessment in Education: Principles, Policy & Practice 21:3, pages 286-305.
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Margaret Noack, Judith Mulholland & Elizabeth Warren. (2013) Voices of reform from the classroom: teachers’ approaches to change. Teachers and Teaching 19:4, pages 449-462.
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Pernilla Nilsson. (2013) What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science. Teachers and Teaching 19:2, pages 188-201.
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Amy Trauth-Nare & Gayle Buck. (2011) Using reflective practice to incorporate formative assessment in a middle school science classroom: a participatory action research study. Educational Action Research 19:3, pages 379-398.
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Gayle A. Buck & Amy E. Trauth-Nare. (2009) Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning. Journal of Science Teacher Education 20:5, pages 475-494.
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Mark Winterbottom, KeithS. Taber, Sue Brindley, LindaG. Fisher, John Finney & Fran Riga. (2008) Understanding differences in trainee teachers' values and practice in relation to assessment. Teacher Development 12:1, pages 15-35.
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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 (17)

Cherry Zin Oo, Dennis Alonzo, Ria Asih, Giovanni Pelobillo, Rex Lim, Nang Mo Hline San & Sue O’Neill. (2023) Implementing school-based assessment reforms to enhance student learning: a systematic review. Educational Assessment, Evaluation and Accountability.
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Mamuna Iqbal, Usman Awan & Salman Asghar. (2023) Learning Approaches in the Architectural Education and the Role of Students’ Habitus: Case Study Pakistan. International Journal of Art & Design Education 42:2, pages 327-346.
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Volkan Atasoy & Gökhan Kaya. (2022) Formative assessment practices in science education: A meta-synthesis study. Studies in Educational Evaluation 75, pages 101186.
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Erin R. Higginson. 2022. Research, Practice, and Innovations in Teacher Education During a Virtual Age. Research, Practice, and Innovations in Teacher Education During a Virtual Age 79 97 .
Ayşenur AVCI & Ali Yiğit KUTLUCA. (2022) Okul Öncesi Öğretmen Adaylarının Pedagojik İnançları ve Pedagojik Alan Bilgilerinin Öğretim Uygulamaları Üzerindeki EtkisiThe Effects of Preschool Teachers’ Pedagogical Beliefs and Pedagogical Content Knowledge on Teaching Practices. Türk Eğitim Bilimleri Dergisi 20:2, pages 394-428.
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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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Semanur NACAR & Ali Yiğit KUTLUCA. (2020) Bir Okul Öncesi Öğretmeninin Fen Öğretimine Yönelik Pedagojik Alan Bilgisinin Keşfedilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi 16:3, pages 529-545.
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Melody McConnell, Lisa Montplaisir & Erika G Offerdahl. (2020) A model of peer effects on instructor innovation adoption. International Journal of STEM Education 7:1.
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David D. Gill. (2018) A technology education teaching framework: factors that support and hinder intermediate technology education teachers. International Journal of Technology and Design Education 29:4, pages 669-684.
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Berenice Morales González, Rubén Edel Navarro & Genaro Aguirre Aguilar. 2019. Handbook of Research on TPACK in the Digital Age. Handbook of Research on TPACK in the Digital Age 113 130 .
Xinying Yin & Gayle A. Buck. (2015) There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research. Cultural Studies of Science Education 10:3, pages 719-752.
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Yi-Fen Yeh, Tzu-Chiang Lin, Ying-Shao Hsu, Hisn-Kai Wu & Fu-Kwun Hwang. (2014) Science Teachers’ Proficiency Levels and Patterns of TPACK in a Practical Context. Journal of Science Education and Technology 24:1, pages 78-90.
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Ying-Shao Hsu, Yi-Fen Yeh & Hsin-Kai Wu. 2015. Development of Science Teachers' TPACK. Development of Science Teachers' TPACK 17 32 .
Alister Jones, Cathy Buntting & Marc J. de Vries. (2011) The developing field of technology education: a review to look forward. International Journal of Technology and Design Education 23:2, pages 191-212.
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Alister Jones & Cathy Buntting. 2013. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy 33 53 .
Alister Jones & Bronwen Cowie. 2011. The Professional Knowledge Base of Science Teaching. The Professional Knowledge Base of Science Teaching 51 63 .
Judy M. Parr & Helen S. Timperley. (2010) Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing 15:2, pages 68-85.
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