Citations (31)
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Judy Parr & Eleanor Hawe. (2022) Student pedagogic voice in the literacy classroom: a review. Research Papers in Education 37:6, pages 773-796.
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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.
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Kathryn Eltringham, Eleanor Hawe & Helen Dixon. (2018) Checking, highlighting, adding and ticking off: Year 6 students’ understandings of and responses to the use of goals in the New Zealand writing classroom. Education 3-13 46:7, pages 851-866.
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Ingvill Krogstad Svanes & Kaare Skagen. (2017) Connecting feedback, classroom research and Didaktik perspectives. Journal of Curriculum Studies 49:3, pages 334-351.
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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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Eleanor Hawe & Judy Parr. (2014) Assessment for Learning in the writing classroom: an incomplete realisation. The Curriculum Journal 25:2, pages 210-237.
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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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John Keen. (2010) Strategic revisions in the writing of Year 7 students in the UK. The Curriculum Journal 21:3, pages 255-280.
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Articles from other publishers (23)
B. Svanbjörnsdóttir, S. Zophoníasdóttir & B. Gísladóttir. (2023) Quality of the stated purpose and the use of feedback in Icelandic lower-secondary classrooms results from a video study. Teaching and Teacher Education 121, pages 103946.
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Qiaozhen Yan, Lawrence Jun Zhang & Helen R. Dixon. (2022) Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices. Frontiers in Psychology 13.
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Judy Parr & Murray Gadd. 2022. Handbook of Research on Teacher Practices for Diverse Writing Instruction. Handbook of Research on Teacher Practices for Diverse Writing Instruction
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Qiaozhen Yan, Lawrence Jun Zhang & Xiaolong Cheng. (2021) Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study. The Asia-Pacific Education Researcher 30:6, pages 541-552.
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Lu Wang & Icy Lee. (2021) L2 learners’ agentic engagement in an assessment as learning-focused writing classroom. Assessing Writing 50, pages 100571.
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Carina Granberg, Torulf Palm & Björn Palmberg. (2021) A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation 68, pages 100955.
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Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll, Karen Olave & John Hattie. (2021) From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model. Studies in Educational Evaluation 68, pages 100943.
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Fabienne M. van der Kleij. (2020) Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing. Studies in Educational Evaluation 66, pages 100907.
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Rebecca Jesson & Judy Parr. (2019) Writing interventions that respond to context: Common features of two research practice partnership approaches in New Zealand. Teaching and Teacher Education 86, pages 102902.
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Icy Lee, Pauline Mak & Rui Eric Yuan. (2019) Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation 62, pages 72-81.
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Patricia Rached. (2019) Les accompagnateurs dans l’enseignement supérieur. Quel apprentissage suite aux affordances saisies dans un environnement multiculturel ?. Éducation et socialisation:52.
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Jingjing Ma. (2018) Student Perceptions of Assessment-for-Learning Practices in an English Academic Writing Course英語學術寫作課室研究:促進學習評估之學生看法. English Teaching & Learning 42:2, pages 155-183.
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Carlinda Leite, Preciosa Fernandes & Carla Figueiredo. (2018) Challenges of curricular contextualisation: teachers’ perspectives. The Australian Educational Researcher 45:4, pages 435-453.
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Bronwen Cowie & Elaine Khoo. (2018) An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement. Frontiers in Education 3.
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Icy LeeIcy Lee. 2017. Classroom Writing Assessment and Feedback in L2 School Contexts. Classroom Writing Assessment and Feedback in L2 School Contexts
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Judy M. Parr. 2016. Writing Instruction to Support Literacy Success. Writing Instruction to Support Literacy Success
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Johanna de Leeuw. 2016. Leadership of Assessment, Inclusion, and Learning. Leadership of Assessment, Inclusion, and Learning
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Eleanor M. Hawe & Helen R. Dixon. (2014) Building students’ evaluative and productive expertise in the writing classroom. Assessing Writing 19, pages 66-79.
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Helen Timperley. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning
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Preciosa Fernandes, Carlinda Leite, Ana Mouraz & Carla Figueiredo. (2012) Curricular Contextualization: Tracking the Meanings of a Concept. The Asia-Pacific Education Researcher 22:4, pages 417-425.
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Helen Timperley. (2011) Le développement professionnel des enseignants et ses effets positifs sur les apprentissages des élèvesTeachers’ professional development and its positive effects on student learningEl desarrollo profesional de los docentes y los efectos positivos en los aprendizajes de los alumnosPersönliche Entwicklung der Lehrer und positive Auswirkungen auf die Schüler. Revue française de pédagogie:174, pages 31-40.
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Judy M. Parr & Helen S. Timperley. (2010) Multiple ‘black boxes’: inquiry into learning within a professional development project. Improving Schools 13:2, pages 158-171.
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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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