Citations (25)
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Yasmine H. El Masri, Sibel Erduran & Olga Ioannidou. (2023) Designing practical science assessments in England: students’ engagement and perceptions. Research in Science & Technological Education 41:1, pages 190-210.
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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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Bernadetta Brzyska. (2018) Trends in exclusion rates for students with special educational needs within PISA. Oxford Review of Education 44:5, pages 633-650.
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Ann MacPhail, John Halbert & Hal O’Neill. (2018) The development of assessment policy in Ireland: a story of junior cycle reform. Assessment in Education: Principles, Policy & Practice 25:3, pages 310-326.
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Jo-Anne Baird, David Andrich, Therese N. Hopfenbeck & Gordon Stobart. (2017) Assessment and learning: fields apart?. Assessment in Education: Principles, Policy & Practice 24:3, pages 317-350.
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Eva Knekta. (2017) Are all Pupils Equally Motivated to do Their Best on all Tests? Differences in Reported Test-Taking Motivation within and between Tests with Different Stakes. Scandinavian Journal of Educational Research 61:1, pages 95-111.
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Sue Swaffield & Sally Thomas. (2016) Educational Assessment in Latin America. Assessment in Education: Principles, Policy & Practice 23:1, pages 1-7.
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Jennifer Jacobs, Rebecca W. Burns & Diane Yendol-Hoppey. (2015) The inequitable influence that varying accountability contexts in the United States have on teacher professional development. Professional Development in Education 41:5, pages 849-872.
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Maria A. Vlachou. (2015) Does Assessment for Learning Work to Promote Student Learning? The England Paradigm. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 88:3, pages 101-107.
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C. Paul Newhouse. (2015) Using digital technologies to improve the authenticity of performance assessment for high-stakes purposes. Technology, Pedagogy and Education 24:1, pages 17-33.
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Matt O’Leary & Val Brooks. (2014) Raising the stakes: classroom observation in the further education sector in England. Professional Development in Education 40:4, pages 530-545.
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Emma Smith & Graeme Douglas. (2014) Special educational needs, disability and school accountability: an international perspective. International Journal of Inclusive Education 18:5, pages 443-458.
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Anna Fletcher & Greg Shaw. (2012) How does student-directed assessment affect learning? Using assessment as a learning process. International Journal of Multiple Research Approaches 6:3, pages 245-263.
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Articles from other publishers (11)
Haode Zuo & Lidong Wang. (2023) The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Frontiers in Psychology 14.
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Airlie Hilliard, Emre Kazim, Theodoros Bitsakis & Franziska Leutner. (2022) Measuring Personality through Images: Validating a Forced-Choice Image-Based Assessment of the Big Five Personality Traits. Journal of Intelligence 10:1, pages 12.
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Leonardo Veliz & Scott Smith. (2021) Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile. Colombian Applied Linguistics Journal 23:2, pages 141-154.
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Eduardo A. Soto Rodríguez, Ana Fernández Vilas & Rebeca P. Díaz Redondo. (2021) Impact of Computer-Based Assessments on the Science’s Ranks of Secondary Students. Applied Sciences 11:13, pages 6169.
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Mustafa İLHAN, Neşe GÜLER & Gülşen TAŞDELEN TEKER. (2021) Views of Teachers on the Potential Negative Effects of High Stake TestsViews of Teachers on the Potential Negative Effects of High Stake Tests. International Journal of Assessment Tools in Education 8:2, pages 394-408.
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María Teresa Flórez Petour & Tamara Rozas Assael. (2019) Accountability from a social justice perspective: Criticism and proposals. Journal of Educational Change 21:1, pages 157-182.
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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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C. Paul Newhouse. 2016. Learning, Design, and Technology. Learning, Design, and Technology
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John F Haggerty & Janna Fox. (2015) Raising the bar: language testing experience and second language motivation among South Korean young adolescents. Language Testing in Asia 5:1.
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Debra Bateman. (2015) Ethical dilemmas: Teaching futures in schools. Futures 71, pages 122-131.
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Michael Tengberg. (2014) Konstruktion och bedömning av förmågan att läsa (och förstå) skönlitterär text. Educare:1, pages 79-97.
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