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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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Jawad Golzar, Seyed Ebrahim Momenzadeh & Mir Abdullah Miri. (2022) Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis. Cogent Education 9:1.
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Elaine Stratford, Sarah Stewart & Kitty te Riele. (2022) School data walls: sociomaterial assemblages to aid children’s literacy outcomes. Children's Geographies 20:3, pages 361-374.
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Junjun Chen & Timothy Teo. (2020) Chinese school teachers’ conceptions of high-stakes and low-stakes assessments: an invariance analysis. Educational Studies 46:4, pages 458-475.
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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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Therese N. Hopfenbeck. (2018) Classroom assessment, pedagogy and learning – twenty years after Black and Wiliam 1998. Assessment in Education: Principles, Policy & Practice 25:6, pages 545-550.
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Articles from other publishers (9)
Yueting Xu, Jiayu Chen & Liyi He. (2023) How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study. Chinese Journal of Applied Linguistics 46:2, pages 237-252.
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Qianying Xuan, Alan Cheung & Dan Sun. (2022) The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology 13.
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Daniel Ríos-Muñoz, David Herrera-Araya & Paulina Salinas-Fritz. (2022) Estilos y paradigmas evaluativos en docentes de educación escolar. Magis, Revista Internacional de Investigación en Educación 15, pages 1-29.
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Tony Hadibarata & Muhammad Syafrudin. (2022) Writing Essay as Essential Assessment in Groundwater Contamination Course. Acta Pedagogia Asiana 1:1, pages 9-17.
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Andrew Marks, Geoff Woolcott & Christos Markopoulos. (2021) Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education 16:3, pages em0657.
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Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll, Karen Olave & John Hattie. (2021) From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model. Studies in Educational Evaluation 68, pages 100943.
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Kerryn Dixon. 2019. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
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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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Michelle M. Neumann, Jason L. Anthony, Noé A. Erazo & David L. Neumann. (2019) Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom. Frontiers in Education 4.
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