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Assessment in Education: Principles, Policy & Practice Volume 22, 2015 - Issue 2: Sociocultural Theoretical Perspectives on Assessment: Exploring Links, Limitations and Emerging Considerations
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Special Issue articles

Developing an assessment pedagogy: the tensions and struggles in re-theorising assessment from a cultural–historical perspective

Marilyn FleerFaculty of Education, Monash University, Melbourne, VIC, AustraliaCorrespondence[email protected]
Pages 224-246 | Received 23 Sep 2013, Accepted 02 Feb 2015, Published online: 01 Apr 2015

Citations (9)

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Xianyu Meng, Marilyn Fleer, Liang Li & Marie Hammer. (2023) A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting. Mind, Culture, and Activity 30:1, pages 57-71.
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C. Hannigan, D. Alonzo & C. Z. Oo. (2022) Student assessment literacy: indicators and domains from the literature. Assessment in Education: Principles, Policy & Practice 29:4, pages 482-504.
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Maria Birbili. (2022) Sharing pedagogical documentation with others: exploring issues of addressivity and voice. European Early Childhood Education Research Journal 30:2, pages 309-323.
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Shannon Kennedy-Clark, Vilma Galstaun & Peter Reimann. (2021) Preparing pre-service teachers for Teaching Performance Assessments using the OTTO Model. Teachers and Teaching 27:1-4, pages 164-180.
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Qiang Guo & Yueting Xu. (2021) Formative assessment use in university EFL writing instruction: a survey report from China. Asia Pacific Journal of Education 41:2, pages 221-237.
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Carmel Conn. (2018) Pedagogical intersubjectivity, autism and education: can teachers teach so that autistic pupils learn?. International Journal of Inclusive Education 22:6, pages 594-605.
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Articles from other publishers (3)

Rajab Esfandiari & Mohammad Hossein Arefian. (2023) Developing collective eyes for Iranian EFL teachers’ computer-assisted language assessment literacy through internet-based collaborative reflection. Education and Information Technologies.
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Kohei Nishizuka. (2022) Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School. SAGE Open 12:2, pages 215824402210945.
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Heather Braund & Christopher DeLuca. (2018) Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition. The Australian Educational Researcher 45:1, pages 65-85.
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