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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

Leveraging disciplinary practices to support students’ active participation in formative assessment

Bronwen CowieWilf Malcolm Institute of Educational Research, University of Waikato, Hamilton, New ZealandCorrespondence[email protected]
&
Judy MorelandWilf Malcolm Institute of Educational Research, University of Waikato, Hamilton, New Zealand
Pages 247-264 | Received 27 Oct 2014, Accepted 03 Feb 2015, Published online: 01 Apr 2015

Citations (16)

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Read on this site (7)

Edd Pitt & Kathleen M. Quinlan. (2021) Signature assessment and feedback practices in the disciplines. Assessment in Education: Principles, Policy & Practice 28:2, pages 97-100.
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Mary Finch & Jill Willis. (2021) Learning to be expert writers: feedback in secondary English. Assessment in Education: Principles, Policy & Practice 28:2, pages 101-117.
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Ke Zhao, Jiming Zhou & Phillip Dawson. (2021) Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges. Assessment in Education: Principles, Policy & Practice 28:2, pages 170-190.
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Rachelle Esterhazy, Thomas De Lange & Anne Møystad. (2021) How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in Education: Principles, Policy & Practice 28:2, pages 135-150.
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Bronwen Cowie & Christine Harrison. (2021) The what, when & how factors: reflections on classroom assessment in the service of inquiry. International Journal of Science Education 43:3, pages 449-465.
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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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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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Articles from other publishers (9)

Antonia Makina. (2023) Demotivating Online Formative Assessment Strategies at an Open Distance Learning University. Progressio.
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Jill Willis, Julie Arnold & Christopher DeLuca. (2023) Accessibility in assessment for learning: sharing criteria for success. Frontiers in Education 8.
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Julie Arnold. (2022) Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience. Review of Education 10:3.
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Bronwen Cowie & Helen Trevethan. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1001 1032 .
Bronwen Cowie & Helen Trevethan. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 32 .
Ofra Inbar-Lourie & Tziona Levi. 2020. Toward a Reconceptualization of Second Language Classroom Assessment. Toward a Reconceptualization of Second Language Classroom Assessment 241 259 .
Edd Pitt & Kathleen M. Quinlan. (2019) Advancing assessment and feedback processes that incorporate disciplinary practices. Assessment in Education: Principles, Policy & Practice, pages 1-3.
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Lenore Ellen Adie, Jill Willis & Fabienne Michelle Van der Kleij. (2018) Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher 45:1, pages 1-12.
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Bronwen Cowie & Elaine Khoo. (2018) An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement. Frontiers in Education 3.
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