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Assessment in Education: Principles, Policy & Practice Volume 13, 2006 - Issue 3
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Original Articles

Changing practices: influences on classroom assessment

Robin D. Tierney University of Ottawa, CanadaCorrespondence[email protected]
Pages 239-264 | Published online: 18 Jan 2007

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Geng Juanjuan & Nurahimah Mohd Yusoff. (2023) The shared features of effective improvement programmes for teachers’ assessment literacy. Pedagogies: An International Journal 18:4, pages 710-727.
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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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Ziqi Li, Zi Yan, Kinnie Kin Yee Chan, Ying Zhan & Wu Yuan Guo. (2023) The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development 27:4, pages 447-467.
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Christopher DeLuca, Nathan Rickey & Andrew Coombs. (2021) Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada. Cogent Education 8:1.
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Christoph Schneider, Christopher DeLuca, Marcela Pozas & Andrew Coombs. (2020) Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study. Educational Research and Evaluation 26:1-2, pages 53-74.
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Christopher DeLuca, Christoph Schneider, Andrew Coombs, Marcela Pozas & Amirhossein Rasooli. (2020) A cross-cultural comparison of German and Canadian student teachers’ assessment competence. Assessment in Education: Principles, Policy & Practice 27:1, pages 26-45.
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H.Y. Tay, K.H.K. Tan, C.C. Deneen, W.S. Leong, Gavin W. Fulmer & Gavin T. L. Brown. (2020) Middle leaders’ perceptions and actions on assessment: the technical, tactical and ethical. School Leadership & Management 40:1, pages 45-63.
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Petra Pinger, Katrin Rakoczy, Michael Besser & Eckhard Klieme. (2018) Implementation of formative assessment – effects of quality of programme delivery on students’ mathematics achievement and interest. Assessment in Education: Principles, Policy & Practice 25:2, pages 160-182.
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Rasha ElSaheli-Elhage & Shlomo Sawilowsky. (2016) Assessment practices for students with learning disabilities in Lebanese private schools: A national survey. Cogent Education 3:1.
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Annika Lena Hondrich, Silke Hertel, Katja Adl-Amini & Eckhard Klieme. (2016) Implementing curriculum-embedded formative assessment in primary school science classrooms. Assessment in Education: Principles, Policy & Practice 23:3, pages 353-376.
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Bryant Jensen, María Guadalupe Pérez Martínez & Angélica Aguilar Escobar. (2016) Framing and assessing classroom opportunity to learn: the case of Mexico. Assessment in Education: Principles, Policy & Practice 23:1, pages 149-172.
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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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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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Feral Ogan-Bekiroglu & Erol Suzuk. (2014) Pre-service teachers’ assessment literacy and its implementation into practice. The Curriculum Journal 25:3, pages 344-371.
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Mary F. Hill. (2011) ‘Getting traction’: enablers and barriers to implementing Assessment for Learning in secondary schools. Assessment in Education: Principles, Policy & Practice 18:4, pages 347-364.
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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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Sylvia Yee Fan Tang, Pamela Pui Wan Leung, Alice Wai Kwan Chow & Ping Man Wong. (2010) A case study of teacher learning in an assessment for learning project in Hong Kong. Professional Development in Education 36:4, pages 621-636.
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Sylvia Yee Fan Tang. (2010) Teachers’ professional knowledge construction in Assessment for Learning. Teachers and Teaching 16:6, pages 665-678.
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Lisa Murtagh. (2010) They give us homework! Transition to higher education: the case of initial teacher training. Journal of Further and Higher Education 34:3, pages 405-418.
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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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EvelynA. O’Connor & KarenM. Steuerwalt. (2008) Training teachers in a large urban area to administer and interpret a new literacy assessment: lessons learned from New York City. Journal of In-Service Education 34:3, pages 299-310.
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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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Articles from other publishers (26)

Yawen Zhao & Licheng Gao. (2023) Classroom Design and Application of Art Design Education Based on Artificial Intelligence. International Journal of Information Technology and Web Engineering 18:1, pages 1-18.
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Serafina Pastore. (2023) Teacher assessment literacy: a systematic review. Frontiers in Education 8.
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Cihad Şentürk & Gökhan Baş. (2023) Classroom assessment beliefs of teachers: scale validity and reliability study. Educational Research for Policy and Practice 22:2, pages 301-323.
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José Pérez-García & María de los Ángeles López Ortega. (2023) Prácticas de evaluación en el aula y literacidad evaluativa: Un acercamiento cualitativo. Revista Andina de Educación 6:1, pages 000619.
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Amirhossein Rasooli, Christopher DeLuca & Liying Cheng. (2022) Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment. Educational Research for Policy and Practice 22:1, pages 63-90.
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Ali Ibrahim & Fawzia Aljneibi. (2022) The influence of personal and work-related factors on teachers' commitment during educational change: A study on UAE public schools. Heliyon 8:11, pages e11333.
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Anna Czura. 2022. Assessing virtual exchange in foreign language courses at tertiary level. Assessing virtual exchange in foreign language courses at tertiary level 29 45 .
Eleonora Concina. 2020. Quality Education. Quality Education 284 294 .
Christopher DeLuca, Andrew Coombs, Stephen MacGregor & Amirhossein Rasooli. (2019) Toward a Differential and Situated View of Assessment Literacy: Studying Teachers' Responses to Classroom Assessment Scenarios. Frontiers in Education 4.
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Eleonora Concina. 2019. Quality Education. Quality Education 1 10 .
Annika Lena Hondrich, Jasmin Decristan, Silke Hertel & Eckhard Klieme. (2018) Formative assessment and intrinsic motivation: The mediating role of perceived competenceFormatives Assessment und intrinsische Motivation: die mediierende Wirkung von Kompetenzerleben. Zeitschrift für Erziehungswissenschaft 21:4, pages 717-734.
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Kim Koh, Lydia E Carol-Ann Burke, Allan Luke, Wengao Gong & Charlene Tan. (2017) Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research 22:3, pages 264-288.
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Helen Dixon & Eleanor Hawe. 2018. Teacher Learning with Classroom Assessment. Teacher Learning with Classroom Assessment 59 76 .
Rajab Esfandiari & Razieh Nouri. (2016) A Mixed-methods, Cross-sectional Study of Assessment Literacy of Iranian University Instructors: Implications for Teachers' Professional Development. Iranian Journal of Applied Linguistics 19:2, pages 115-154.
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Sue Swaffield, Roszalina Rawi & Amanda O’Shea. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation 199 217 .
E. Nola Aitken & Art J. Aitken. 2016. Assessment in Education. Assessment in Education 137 173 .
Isabelle Nizet & Florian Meyer. 2015. Curriculum Design and Classroom Management. Curriculum Design and Classroom Management 610 629 .
Isabelle Nizet & Florian Meyer. 2014. Promoting Active Learning through the Flipped Classroom Model. Promoting Active Learning through the Flipped Classroom Model 71 90 .
Judith T.M. Gulikers, Harm J.A. Biemans, Renate Wesselink & Marjan van der Wel. (2013) Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation 39:2, pages 116-124.
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Bronwen Cowie. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education 679 690 .
Hasan Şeker. (2011) REFLECTIONS OF TEACHING APPROACH-RELATED KNOWLEDGE, BELIEFS AND HABITS ON TEACHING PRACTICE. Problems of Education in the 21st Century 33:1, pages 73-82.
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Beverley Cooper & Bronwen Cowie. (2010) Collaborative research for assessment for learning. Teaching and Teacher Education 26:4, pages 979-986.
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Darren A. Bryant & David R. Carless. (2009) Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?. Educational Research for Policy and Practice 9:1, pages 3-15.
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Linda Plevyak & Amy Mayfield. 2010. The Inclusion of Environmental Education in Science Teacher Education. The Inclusion of Environmental Education in Science Teacher Education 51 64 .
Ann Webster-Wright. (2017) Reframing Professional Development Through Understanding Authentic Professional Learning. Review of Educational Research 79:2, pages 702-739.
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Felipe Martínez Rizo. (1969) Dificultades para implementar la evaluación formativa. Revisión de literatura. Perfiles Educativos 35:139.
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