Citations (192)
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Sarah Wellberg. (2023) Show your work: secondary mathematics teachers’ use of computational test items before and during distance learning. Research in Mathematics Education 25:3, pages 379-402.
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Fatlume Berisha, Eda Vula, Rachel Gisewhite & Hannah McDuffie. (2023) The effectiveness and challenges implementing a formative assessment professional development program. Teacher Development 0:0, pages 1-25.
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Sarah Wellberg. (2023) Teacher-made tests: why they matter and a framework for analysing mathematics exams. Assessment in Education: Principles, Policy & Practice 30:1, pages 53-75.
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Camilla Highfield & Christine Rubie-Davies. (2022) Middle leadership practices in secondary schools associated with improved student outcomes. School Leadership & Management 42:5, pages 543-564.
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Minna Kyttälä, Piia Maria Björn, Milla Rantamäki, Sami Lehesvuori, Vesa Närhi, Mikko Aro & Marja-Kristiina Lerkkanen. (2022) Assessment conceptions of Finnish pre-service teachers. European Journal of Teacher Education 0:0, pages 1-19.
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Kirstin Lewis & Sarah Pearce. (2022) High attaining students, marketisation and the absence of care: everyday experiences in an urban academy. Pedagogy, Culture & Society 30:2, pages 261-280.
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Lalu Mohammad Abid Zainul Puad & Karen Ashton. (2021) Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia. Asia Pacific Journal of Education 41:2, pages 253-265.
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Geraldine O’Neill, Eileen McEvoy & Terry Maguire. (2020) Developing a national understanding of assessment and feedback in Irish higher education. Irish Educational Studies 39:4, pages 495-510.
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Mehdi Davari-Torshizi. (2020) Evidence-informed practice in assessment: forging the nexus between research, policy & practice. Assessment in Education: Principles, Policy & Practice 27:5, pages 544-561.
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Christopher DeLuca, Angela Pyle, Heather Braund & Laurie Faith. (2020) Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice 27:4, pages 394-415.
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Verónica Villarroel, David Boud, Susan Bloxham, Daniela Bruna & Carola Bruna. (2020) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International 57:1, pages 38-49.
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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.
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Ruth Dann. (2019) Feedback as a relational concept in the classroom. The Curriculum Journal 30:4, pages 352-374.
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Erik Bijsterbosch, Tine Béneker, Wilmad Kuiper & Joop van der Schee. (2019) Teacher Professional Growth on Assessment Literacy: A Case Study of Prevocational Geography Education in the Netherlands. The Teacher Educator 54:4, pages 420-445.
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Mohammadreza Nasr, Mohammad Sadegh Bagheri, Firooz Sadighi & Ehsan Rassaei. (2019) Iranian EFL teachers’ assessment for learning practices and barriers: Do textbooks taught and teaching context matter?. Cogent Arts & Humanities 6:1.
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Rachael J. Whittle, Amanda C. Benson, Shahid Ullah & Amanda Telford. (2018) Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education: a secondary data analysis. Educational Research and Evaluation 24:8, pages 504-522.
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Anne Yates & Michael Johnston. (2018) The impact of school-based assessment for qualifications on teachers’ conceptions of assessment. Assessment in Education: Principles, Policy & Practice 25:6, pages 638-654.
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Shelagh Mooney & Tracy Harkison. (2018) Assessment for learning in university settings: fun and games. Anatolia 29:4, pages 507-517.
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Chris J. Cookson. (2018) Assessment terms half a century in the making and unmaking: from conceptual ingenuity to definitional anarchy. Assessment & Evaluation in Higher Education 43:6, pages 930-942.
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Flavian Imlig & Susanne Ender. (2018) Towards a national assessment policy in Switzerland: areas of conflict in the use of assessment instruments. Assessment in Education: Principles, Policy & Practice 25:3, pages 272-290.
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Maria A. Vlachou. (2018) Classroom assessment practices in middle school science lessons: A study among Greek science teachers. Cogent Education 5:1.
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Rachael J. Whittle, Amanda C. Benson, Shahid Ullah & Amanda Telford. (2017) Student performance in high-stakes examinations based on content area in senior secondary (VCE) physical education. Physical Education and Sport Pedagogy 22:6, pages 632-646.
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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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Erik Bijsterbosch, Joop van der Schee & Wilmad Kuiper. (2017) Meaningful learning and summative assessment in geography education: an analysis in secondary education in the Netherlands. International Research in Geographical and Environmental Education 26:1, pages 17-35.
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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.
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Vahid Aryadoust & Mehdi Riazi. (2017) Future directions for assessing for learning in second language writing research: epilogue to the special issue. Educational Psychology 37:1, pages 82-89.
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Ricky Lam. (2016) Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education 41:11, pages 1900-1917.
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Alice Man Sze Lau. (2016) ‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. Journal of Further and Higher Education 40:4, pages 509-525.
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Guri A. Nortvedt, Leonor Santos & Jorge Pinto. (2016) Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching. Assessment in Education: Principles, Policy & Practice 23:3, pages 377-395.
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Alison Cullinane & Maeve Liston. (2016) Review of the Leaving Certificate biology examination papers (1999–2008) using Bloom’s taxonomy – an investigation of the cognitive demands of the examination. Irish Educational Studies 35:3, pages 249-267.
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Hazel Crichton & Ann McDaid. (2016) Learning intentions and success criteria: learners' and teachers' views. The Curriculum Journal 27:2, pages 190-203.
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Wei Wei. (2015) Using summative and formative assessments to evaluate EFL teachers’ teaching performance. Assessment & Evaluation in Higher Education 40:4, pages 611-623.
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Ruth Marlow, Brahm Norwich, Obioha C. Ukoumunne, Lorraine Hansford, Siobhan Sharkey & Tamsin Ford. (2014) A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy & Practice 21:4, pages 412-426.
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Wei Shin Leong & Kelvin Tan. (2014) What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore. The Curriculum Journal 25:4, pages 593-619.
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Päivi Atjonen. (2014) Teachers’ views of their assessment practice. The Curriculum Journal 25:2, pages 238-259.
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Sharon Bramwell-Lalor & Marcia Rainford. (2014) The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills. International Journal of Science Education 36:5, pages 839-864.
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Anil Kanjee & Yusuf Sayed. (2013) Assessment policy in post-apartheid South Africa: challenges for improving education quality and learning. Assessment in Education: Principles, Policy & Practice 20:4, pages 442-469.
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Tine S. Prøitz. (2013) Variations in grading practice – subjects matter. Education Inquiry 4:3.
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Jerome De Lisle. (2013) Exploring the value of integrated findings in a multiphase mixed methods evaluation of the continuous assessment program in the Republic of Trinidad and Tobago. International Journal of Multiple Research Approaches 7:1, pages 27-49.
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Hanan M. Al-Kadri, Mohammed T. Al-Kadi & Cees P.M. Van Der Vleuten. (2013) Workplace-based assessment and students’ approaches to learning: a qualitative inquiry. Medical Teacher 35:sup1, pages S31-S38.
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Christine Harrison. (2013) Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST project. Teachers and Teaching 19:2, pages 202-213.
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Linda Allal. (2013) Teachers’ professional judgement in assessment: a cognitive act and a socially situated practice. Assessment in Education: Principles, Policy & Practice 20:1, pages 20-34.
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PatriciaD. Rafferty. (2013) The Evaluation of MBA Group Work: A Case Study of Graduate Student Experiences and Perceptions of Positive Group Work Outcomes. Journal of Education for Business 88:1, pages 43-50.
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Vicki Thorpe. (2012) Assessment rocks? The assessment of group composing for qualification. Music Education Research 14:4, pages 417-429.
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Daniel
T. Hickey & Steven
J. Zuiker. (2012) Multilevel Assessment for Discourse, Understanding, and Achievement. Journal of the Learning Sciences 21:4, pages 522-582.
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Sue Swaffield. (2011) Getting to the heart of authentic Assessment for Learning. Assessment in Education: Principles, Policy & Practice 18:4, pages 433-449.
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Winnie
Wing Mui So & Theodore
Tai Hoi Lee. (2011) Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study. Assessment in Education: Principles, Policy & Practice 18:4, pages 417-432.
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Sue Collins, Michael Reiss & Gordon Stobart. (2010) What happens when high‐stakes testing stops? Teachers' perceptions of the impact of compulsory national testing in science of 11‐year‐olds in England and its abolition in Wales. Assessment in Education: Principles, Policy & Practice 17:3, pages 273-286.
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Claire Wyatt‐Smith, Val Klenowski & Stephanie Gunn. (2010) The centrality of teachers’ judgement practice in assessment: a study of standards in moderation. Assessment in Education: Principles, Policy & Practice 17:1, pages 59-75.
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Louis Volante. (2010)
Assessment of, for, and as Learning within Schools: Implications for Transforming Classroom Practice
. Action in Teacher Education 31:4, pages 66-75.
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Anil Kanjee. (2009) Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks. Education as Change 13:1, pages 73-89.
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Sue Brindley & Fran Riga. (2009) Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers. English in Education 43:1, pages 68-85.
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David Saltmarsh & Sue Saltmarsh. (2008) Has anyone read the reading? Using assessment to promote academic literacies and learning cultures. Teaching in Higher Education 13:6, pages 621-632.
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Hilary Cox. (2008) The development process for the optional teacher assessment materials for English for use in Wales at the end of Key Stage 2. Education 3-13 36:4, pages 313-323.
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Mark Winterbottom, Sue Brindley, KeithS. Taber, LindaG. Fisher, John Finney & Fran Riga. (2008) Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal 19:3, pages 193-213.
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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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RayW. Cooksey, Peter Freebody & Claire Wyatt-Smith. (2007) Assessment as Judgment-in-Context: Analysing how teachers evaluate students' writing
. Educational Research and Evaluation 13:5, pages 401-434.
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David Carless. (2007) Conceptualizing pre‐emptive formative assessment. Assessment in Education: Principles, Policy & Practice 14:2, pages 171-184.
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PaulE. Newton. (2007) Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice 14:2, pages 149-170.
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Eleanor Hawe. (2007) Student teachers’ discourse on assessment: form and substance. Teaching in Higher Education 12:3, pages 323-335.
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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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