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The Curriculum Journal Volume 25, 2014 - Issue 4: Assessment for Learning
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Articles

Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work

Hege HermansenDepartment of Education, Faculty of Educational Sciences, University of Oslo, Oslo, NorwayCorrespondence[email protected]
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Pages 470-494 | Published online: 22 Sep 2014

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Read on this site (6)

Edel Karin Kvam. (2023) Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway. Professional Development in Education 49:3, pages 429-441.
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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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Søren Hornskov, Camilla Nørgaard & Pernille Hansen. (2019) Standards as epistemological practice. A study of how Danish school leaders use assessment findings in the development of leadership practice. Nordic Journal of Studies in Educational Policy 5:1, pages 19-29.
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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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Frances Edwards. (2017) A rubric to track the development of secondary pre-service and novice teachers’ summative assessment literacy. Assessment in Education: Principles, Policy & Practice 24:2, pages 205-227.
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Sølvi Mausethagen & Christina Elde Mølstad. (2015) Shifts in curriculum control: contesting ideas of teacher autonomy. Nordic Journal of Studies in Educational Policy 2015:2.
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Articles from other publishers (13)

Belinda Gottschalk & Nick Hopwood. (2023) Working with Knowledge in Clinical Supervision: A Qualitative Study. Vocations and Learning 16:3, pages 533-550.
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Magnus Hontvedt, Tine S. Prøitz & Kenneth Silseth. (2023) Collaborative display of competence: A case study of process-oriented video-based assessment in schools. Teaching and Teacher Education 121, pages 103948.
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Kellie Buckley-Walker & Kylie Lipscombe. (2021) Validity and the design of classroom assessment in teacher teams. The Australian Educational Researcher 49:2, pages 425-444.
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Chris Davison. 2021. Envisioning Teaching and Learning of Teachers for Excellence and Equity in Education. Envisioning Teaching and Learning of Teachers for Excellence and Equity in Education 33 43 .
Astrid Tolo, Sølvi Lillejord, María Teresa Flórez Petour & Therese N. Hopfenbeck. (2019) Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change 21:1, pages 59-82.
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Michael Michell & Chris Davison. 2020. Toward a Reconceptualization of Second Language Classroom Assessment. Toward a Reconceptualization of Second Language Classroom Assessment 23 41 .
Serenella Besio. (2019) Assessment for Learning e Dynamic Assessment. Il ruolo della mediazione nella valutazione inclusiva. RICERCHE DI PSICOLOGIA:1, pages 143-157.
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Chris Davison. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching 1 22 .
Chris Davison. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching 433 454 .
Hege Hermansen. (2017) Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education 65, pages 1-9.
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Anne Edwards. 2017. Working Relationally in and across Practices. Working Relationally in and across Practices 1 22 .
Anne Edwards. 2017. A Companion to Research in Teacher Education. A Companion to Research in Teacher Education 555 567 .
Nick Hopwood. 2017. Agency at Work. Agency at Work 121 140 .

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