Citations (122)
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Sara Mohammed Al-Bahlani & Peter Ecke. (2023) Assessment competence and practices including digital assessment literacy of postsecondary English language teachers in Oman. Cogent Education 10:2.
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Shi Pu & Hao Xu. (2023) Equity and teachers’ online classroom assessment literacy in China: insights from parental involvement during the COVID-19 pandemic. Asia-Pacific Journal of Teacher Education 51:4, pages 381-394.
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Natalie Schelling & Lisa DaVia Rubenstein. (2023) Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice. Assessment in Education: Principles, Policy & Practice 30:2, pages 177-202.
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Zafar Iqbal, Khalid Saleem & Hafiz Muhammad Arshad. (2023) Measuring teachers’ knowledge of student assessment: Development and validation of an MCQ test. Educational Studies 49:1, pages 166-183.
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Mohammad Hossein Arefian. (2022) Perceptions of self-assessment literacy and self-directed reflection during online learning for Iranian EFL student teachers. Reflective Practice 23:6, pages 623-634.
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Julie Klovholt Leonardsen, Britt Karin Støen Utvær & Henning Fjørtoft. (2022) The Five Faces of an Assessor: Conceptualizing the Enactment of Teacher Assessment Identity in Vocational Education and Training. Educational Assessment 27:4, pages 339-355.
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Katia Ciampa, Dana M. Reisboard & Nadine C. McHenry. (2022) What Analysis Reveals about Teacher Educators’ Understanding of Culturally Responsive Instruction and Translation into Practice. The Teacher Educator 57:4, pages 365-385.
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Ann-Marie Young, Ann MacPhail & Deborah Tannehill. (2022) Teacher educators’ engagement with school-based assessments across Irish teacher education programmes. Irish Educational Studies 0:0, pages 1-18.
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Martin Johnson & Victoria Coleman. (2021) Out of their heads: using concept maps to elicit teacher-examiners’ assessment knowledge. International Journal of Research & Method in Education 44:3, pages 257-272.
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Andrew Coombs, Jenny Ge & Christopher DeLuca. (2021) From sea to sea: The Canadian landscape of assessment education. Educational Research 63:1, pages 9-25.
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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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Youngjoon Kim & Okseon Lee. (2021) Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education. International Journal of Qualitative Studies on Health and Well-being 16:1.
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Valerie L. Mills & Christine Harrison. (2020) Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth. Educational Assessment 25:4, pages 331-354.
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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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Suzy Macken, Ann MacPhail & Antonio Calderon. (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement. Physical Education and Sport Pedagogy 25:5, pages 539-554.
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Greg Conderman, Erika Pinter & Natalie Young. (2020) Formative Assessment Methods for Middle Level Classrooms. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 93:5, pages 233-240.
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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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Christopher DeLuca, Allison Chapman-Chin & Don A. Klinger. (2019) Toward a Teacher Professional Learning Continuum in Assessment for Learning. Educational Assessment 24:4, pages 267-285.
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Thomas R. Guskey & Laura J. Link. (2019) Exploring the factors teachers consider in determining students’ grades. Assessment in Education: Principles, Policy & Practice 26:3, pages 303-320.
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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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Lulu Zhang & Ying Zheng. (2018) Feedback as an assessment for learning tool: How useful can it be?. Assessment & Evaluation in Higher Education 43:7, pages 1120-1132.
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Therese N. Hopfenbeck. (2018) ‘Assessors for learning’: understanding teachers in contexts. Assessment in Education: Principles, Policy & Practice 25:5, pages 439-441.
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Anne Looney, Joy Cumming, Fabienne van Der Kleij & Karen Harris. (2018) Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education: Principles, Policy & Practice 25:5, pages 442-467.
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Christopher DeLuca, Adelina Valiquette, Andrew Coombs, Danielle LaPointe-McEwan & Ulemu Luhanga. (2018) Teachers’ approaches to classroom assessment: a large-scale survey. Assessment in Education: Principles, Policy & Practice 25:4, pages 355-375.
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Angela Pyle & Christopher DeLuca. (2017) Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research 110:5, pages 457-466.
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Christopher DeLuca & Sandra Johnson. (2017) Developing assessment capable teachers in this age of accountability. Assessment in Education: Principles, Policy & Practice 24:2, pages 121-126.
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Christoph Schneider & Rainer Bodensohn. (2017) Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence. Assessment in Education: Principles, Policy & Practice 24:2, pages 127-146.
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Mary F. Hill, Fiona Ell, Lexie Grudnoff, Mavis Haigh, Marilyn Cochran-Smith, Wen-Chia Chang & Larry Ludlow. (2017) Assessment for equity: learning how to use evidence to scaffold learning and improve teaching. Assessment in Education: Principles, Policy & Practice 24:2, pages 185-204.
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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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Lisbeth M. Brevik, Marte Blikstad-Balas & Kirsti Lyngvær Engelien. (2017) Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in Education: Principles, Policy & Practice 24:2, pages 164-184.
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Bronwen Cowie & Beverley Cooper. (2017) Exploring the challenge of developing student teacher data literacy. Assessment in Education: Principles, Policy & Practice 24:2, pages 147-163.
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F.C.E. Edwards & R.J. Edwards. (2017) A story of culture and teaching: the complexity of teacher identity formation. The Curriculum Journal 28:2, pages 190-211.
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Bruce Randel, Helen Apthorp, Andrea D. Beesley, Tedra F. Clark & Xin Wang. (2016) Impacts of professional development in classroom assessment on teacher and student outcomes. The Journal of Educational Research 109:5, pages 491-502.
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Kim Koh & Charlene Tan. (2016) Promoting reflection in pre-service teachers through problem-based learning: an example from Canada. Reflective Practice 17:3, pages 347-356.
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Jan M. Westrick & Gary A. Morris. (2016) Teacher education pedagogy: disrupting the apprenticeship of observation. Teaching Education 27:2, pages 156-172.
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Helenrose Fives, Nicole Barnes, Charity Dacey & Anna Gillis. (2016) Assessing Assessment Texts: Where Is Planning?. The Teacher Educator 51:1, pages 70-89.
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Gavin W. Fulmer, Iris C.H. Lee & Kelvin H.K. Tan. (2015) Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research. Assessment in Education: Principles, Policy & Practice 22:4, pages 475-494.
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Adi Levy-Vered & Fadia Nasser-Abu Alhija. (2015) Modelling beginning teachers’ assessment literacy: the contribution of training, self-efficacy, and conceptions of assessment. Educational Research and Evaluation 21:5-6, pages 378-406.
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Pei-Ying Lin & Yu-Cheng Lin. (2015) Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment. International Journal of Inclusive Education 19:8, pages 771-786.
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Christopher DeLuca & Scott Hughes. (2014) Assessment in Early Primary Education: An Empirical Study of Five School Contexts. Journal of Research in Childhood Education 28:4, pages 441-460.
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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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Lia M. Daniels, Cheryl Poth, Chiara Papile & Marnie Hutchison. (2014) Validating the Conceptions of Assessment-III Scale in Canadian Preservice Teachers. Educational Assessment 19:2, pages 139-158.
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Jinrui Li & Rosemary De Luca. (2014) Review of assessment feedback. Studies in Higher Education 39:2, pages 378-393.
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James
Dean Brown. (2013) Teaching Statistics in Language Testing Courses. Language Assessment Quarterly 10:3, pages 351-369.
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Christopher DeLuca, Teresa Chavez, Aarti Bellara & Chunhua Cao. (2013) Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development. The Teacher Educator 48:2, pages 128-142.
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Christopher DeLuca, Teresa Chavez & Chunhua Cao. (2013) Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education. Assessment in Education: Principles, Policy & Practice 20:1, pages 107-126.
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MargedD. Howley, Aimee Howley, JohnE. Henning, Mary
Beth Gilla & Ginger Weade. (2013) Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers. Educational Assessment 18:1, pages 26-48.
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Christopher DeLuca. (2012) Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education. Action in Teacher Education 34:5-6, pages 576-591.
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Glenn Fulcher. (2012) Assessment Literacy for the Language Classroom. Language Assessment Quarterly 9:2, pages 113-132.
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Articles from other publishers (73)
Trent D. Brown, Melissa Barnes & Ilana Finefter-Rosenbluh. (2023) Teacher Perspectives and Experiences of Assessment Literacy in Victorian Junior Secondary Schools. Australian Journal of Education.
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Ali Yildirim, Anne Dragemark Oscarson, Raili Hilden & Birgitta Fröjdendahl. (2023) Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland. Journal of Teacher Education.
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Stephanie Feola, Paula P. Lemons, Jennifer A. Loertscher, Vicky Minderhout & Jennifer E. Lewis. (2023) Assessor in action: assessment literacy development in a biochemistry context. Chemistry Education Research and Practice 24:3, pages 914-937.
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Peter Yongqi GU & Ricky LAM. (2023) Developing Assessment Literacy for Classroom-Based Formative Assessment. Chinese Journal of Applied Linguistics 46:2, pages 155-161.
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Cristyne Hebert & Kent LeNouail. (2023) Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies. Canadian Journal of Educational Administration and Policy:202, pages 3-20.
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Martina Tassone. (2023) Literacy assessment in the early years of schooling in an era of neoliberalism. Journal of Early Childhood Literacy, pages 146879842311611.
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André Moura, Ann MacPhail, Amândio Graça & Paula Batista. (2022) Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment. European Physical Education Review 29:1, pages 162-179.
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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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Nicholas Wachira & Don A. Klinger. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Edward G. Lyon. (2022) Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms. Science Education 107:1, pages 203-233.
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Kate B. LaLonde, Kristal E. Ehrhardt, Sarah Summy, Stephanie Peterson, Rena VanDerwall & Alan Poling. 2022. Handbook of Research on Interdisciplinary Preparation for Equitable Special Education. Handbook of Research on Interdisciplinary Preparation for Equitable Special Education
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Elçin ÖLMEZER ÖZTÜRK. (2022) Developing Language Assessment Literacy of EFL Pre-service Teachers through Classroom Assessment Course. International Journal of Contemporary Educational Research 8:3, pages 13-22.
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Andrew Coombs & Christopher DeLuca. (2022) Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity. Educational Assessment, Evaluation and Accountability 34:3, pages 279-301.
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Zia Tajeddin, Zari Saeedi & Vahid Panahzadeh. (2022) English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale. Profile: Issues in Teachers' Professional Development 24:2, pages 247-264.
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Päivi Atjonen, Susanna Pöntinen, Sini Kontkanen & Päivi Ruotsalainen. (2022) In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning. Frontiers in Education 7.
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Laura Sara Agrati & Viviana Vinci. (2022) Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses. Frontiers in Education 7.
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Ratish Chand, Victor M. Alasa, Jonathan Chitiyo & Zachary Pietrantoni. 2022. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education
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Tatjana Glušac & Mira Milić. (2021) Quality of Written Instructions in Teacher-Made Tests of English as a Foreign Language教師自編英語測驗書面指導語之品質. English Teaching & Learning 46:1, pages 39-57.
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Raili Hilden, Anne Dragemark Oscarson, Ali Yildirim & Birgitta Fröjdendahl. (2022) Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices. Languages 7:1, pages 10.
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Doreen Said Pace. 2022. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Viktoriya Osidak, Olha Drahinda & Olga Kvasova. (2021) Training the Trainers in Language Assessment via Mentoring: Building Expertise to Promote Language Assessment Literacy of Ukrainian University Teachers. Languages 6:4, pages 194.
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Valeria Damiani. (2021) Valutazione e sviluppo professionale degli insegnanti. Un percorso di formazione alle superiori tra didattica in presenza e a distanza. CADMO:1, pages 46-62.
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Margarita Christoforidou & Leonidas Kyriakides. (2021) Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation 70, pages 101051.
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Matheus Lima Frossard, Ronildo Stieg & Wagner dos Santos. (2021) Prácticas evaluativas en tres cursos de educación física en Sudamérica. Alteridad 16:2, pages 211-222.
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Julie Klovholt Leonardsen. (2021) One size fits nobody: En casestudie av yrkesfaglæreres deltakelse i kompetanse-utviklingsarbeid i videregående skole. Nordic Journal of Vocational Education and Training 11:2, pages 1-24.
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P H Faradilla, Y Sri & S Sulistyo. (2021) Identification of Multiple Representation Abilities Using C3TMC Instrument: Needs Analysis in Chemistry Learning. Journal of Physics: Conference Series 1842:1, pages 012030.
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Pil-hee Woo, Myung-seub Song & Ju-beom Song. (2021) Analysis of Standards and Instruments of Teacher Assessment
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Joanne Dargusch, Angelina Ambrosetti & Gillian Busch. 2021. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education
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Graham S. MaxwellGraham S. Maxwell. 2021. Using Data to Improve Student Learning. Using Data to Improve Student Learning
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Frances Edwards. (2019) The effect of the lens of the teacher on summative assessment decision making: the role of amplifiers and filters. The Curriculum Journal 31:3, pages 379-397.
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Dilek BÜYÜKAHISKA. (2020) English language testing and evaluation course through the lens of EFL student teachersİngilizce öğretmenliği adaylarının gözünden İngilizce ölçme ve değerlendirme dersi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi:19, pages 581-596.
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Christopher DeLuca, Andrew Coombs & Jenny Ge. (2020) Former à évaluer les élèves en classe. Administration & Éducation N° 165:1, pages 249-255.
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Hilda Mar Rodríguez Gómez & Marta Lorena Salinas Salazar. (2020) La Evaluación para el Aprendizaje en la Educación Superior: Retos de la Alfabetización del Profesorado. Revista Iberoamericana de Evaluación Educativa 13:1, pages 111.
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Kothai Nayagi N & M. Rajendran. (2020) PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT. Humanities & Social Sciences Reviews 8:1, pages 666-673.
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Dante Cisterna, Amelia Wenk Gotwals, Tara M Kintz, John Lane & Edward Roeber. 2020. Learning and Performance Assessment. Learning and Performance Assessment
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Mubina Rauf & Lee McCallum. 2020. The Assessment of L2 Written English across the MENA Region. The Assessment of L2 Written English across the MENA Region
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Ofra Inbar-Lourie & Tziona Levi. 2020. Toward a Reconceptualization of Second Language Classroom Assessment. Toward a Reconceptualization of Second Language Classroom Assessment
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Yueting Xu & Liyi He. (2019) How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy. Frontiers in Education 4.
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Anatolii O. Pashko & Iryna O. Pinchuk. (2019) Intellectual Methods of Estimation of Intending Primary School Teachers’ Foreign Language Communicative Competence. Intellectual Methods of Estimation of Intending Primary School Teachers’ Foreign Language Communicative Competence.
Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison, Andrew Coombs, Andrew Gibson & Suzanne Trask. (2019) Policies, Programs, and Practices: Exploring the Complex Dynamics of Assessment Education in Teacher Education Across Four Countries. Frontiers in Education 4.
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Vural Tünkler. (2019) Sosyal Bilgiler Öğretmen Adaylarının Değerlendirme Okuryazarlık Düzeyi ile Değerlendirme Öz-Yeterlik Algılarının İncelenmesi. Pamukkale University Journal of Social Sciences Institute.
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Aylin SEVİMEL-ŞAHİN & Gonca SUBAŞI. (2019) İngiliz Dili Eğitimi Bağlamında Yabancı Dilde Ölçme-Değerlendirme Okuryazarlığı Araştırmasına Genel Bir Bakış. Kuramsal Eğitimbilim 12:4, pages 1340-1364.
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Chad M. Gotch & Cristen McLean. (2019) Teacher outcomes from a statewide initiative to build assessment literacy. Studies in Educational Evaluation 62, pages 30-36.
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Chunshou Lan & Shengyu Fan. (2019) Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation 61, pages 112-122.
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Ricky Lam. (2019) Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System 81, pages 78-89.
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Yakup AZRAK & Elvan YALÇINKAYA. (2019) Sosyal Bilgiler Öğretmen Adaylarının Ölçme-Değerlendirme Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi1Investigation of the Assessment Literacy Levels of Social Studies Teacher Candidates in Terms of Various Variables. Anadolu Journal of Educational Sciences International 9:1, pages 27-55.
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Martin J. Tomasik, Stéphanie Berger & Urs Moser. (2018) On the Development of a Computer-Based Tool for Formative Student Assessment: Epistemological, Methodological, and Practical Issues. Frontiers in Psychology 9.
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Öznur ÇAMBAY & Sefa KAZANÇ. (2018) Farklı Branşlardaki Öğretmen Adaylarının Değerlendirme Okuryazarlığı ve Değerlendirme Okuryazarlığına İlişkin Öz-Yeterliklerinin İncelenmesi*Investigating the Pre-Service Teachers’ Assessment Literacy in different fields and Self-Efficacy in terms of Assessment Literacy. Turkish Journal of Educational Studies 5:3, pages 140-165.
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Beverly A. Baker & Caroline Riches. (2017) The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing 35:4, pages 557-581.
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Wenjie Zeng, Fuquan Huang, Lu Yu & Siyu Chen. (2018) Towards a learning-oriented assessment to improve students’ learning—a critical review of literature. Educational Assessment, Evaluation and Accountability 30:3, pages 211-250.
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Ahmet Erdost YASTIBAŞ & Mehmet TAKKAÇ. (2018) YABANCI DİLDE ÖLÇME DEĞERLENDİRME OKURYAZARLIĞININ GELİŞİMİNİ ANLAMAKUnderstanding The Development of Language Assessment Literacy. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:15, pages 89-106.
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Andrew Coombs, Christopher DeLuca, Danielle LaPointe-McEwan & Agnieszka Chalas. (2018) Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education 71, pages 134-144.
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Kathrin Otrel-Cass, Jette Nørgaard Agerbo, Anette Skipper-Jørgensen & Steffen Elmose. 2018. Fostering Reflective Teaching Practice in Pre-Service Education. Fostering Reflective Teaching Practice in Pre-Service Education
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Christopher DeLuca, Andrew Coombs & Ann Sherman. 2018. Innovation and Accountability in Teacher Education. Innovation and Accountability in Teacher Education
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Decheng Zhao, Bo Yan, Liwei Tang & Yao Zhou. 2018. Teacher Learning with Classroom Assessment. Teacher Learning with Classroom Assessment
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Mary F. Hill, Fiona R. Ell & Gayle Eyers. (2017) Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers. Frontiers in Education 2.
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Todd D. Reeves. (2017) Pre-service teachers' data use opportunities during student teaching. Teaching and Teacher Education 63, pages 263-273.
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Helenrose Fives & Nicole Barnes. (2016) Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection. Journal of Teacher Education 68:1, pages 85-101.
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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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Yueting Xu & Gavin T.L. Brown. (2016) Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education 58, pages 149-162.
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Christopher DeLuca, Danielle LaPointe-McEwan & Ulemu Luhanga. (2015) Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability 28:3, pages 251-272.
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Dante Cisterna, Amelia Wenk Gotwals, Tara M Kintz, John Lane & Edward Roeber. 2016. Handbook of Research on Professional Development for Quality Teaching and Learning. Handbook of Research on Professional Development for Quality Teaching and Learning
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Ana Remesal & Gavin T. L. Brown. (2014) Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts. European Journal of Psychology of Education 30:3, pages 331-347.
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Ricky Lam. (2014) Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing 32:2, pages 169-197.
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Dominique M.A. Sluijsmans & Katrien Struyven. (2014) Quality assurance in assessment: An introduction to this special issue. Studies in Educational Evaluation 43, pages 1-4.
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Wei Shin Leong. (2014) Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teacher's conception and practice. Studies in Educational Evaluation 43, pages 70-78.
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Deborah A. Chetcuti & Michael A. Buhagiar. (2014) ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT. Problems of Education in the 21st Century 58:1, pages 39-52.
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Lisa F. Smith, Mary F. Hill, Bronwen Cowie & Alison Gilmore. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning
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park chung. (2013) Self-rating of Elementary Teachers' Student Assessment Literacy. The Journal of Korean Teacher Education 30:3, pages 357-376.
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Christopher DeLuca & Aarti Bellara. (2013) The Current State of Assessment Education. Journal of Teacher Education 64:4, pages 356-372.
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Jill Willis, Lenore Adie & Val Klenowski. (2013) Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher 40:2, pages 241-256.
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Ya-Ching Fan, Tzu-Hua Wang & Kuo-Hua Wang. (2011) A Web-based model for developing assessment literacy of secondary in-service teachers. Computers & Education 57:2, pages 1727-1740.
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