Citations (10)
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Read on this site (5)
Dylan Scanlon, Ann MacPhail, Claire Walsh & Deborah Tannehill. (2023) Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education. Curriculum Studies in Health and Physical Education 14:1, pages 3-20.
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Triin Rosin, Katrin Vaino, Regina Soobard & Miia Rannikmäe. (2022) Examining Estonian science teachers’ beliefs about teaching and assessment. Cogent Education 9:1.
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Louise Hayward & Michael O’Leary. (2022) High stakes assessment in the era of COVID-19: interruption, transformation, regression or business as usual?. Assessment in Education: Principles, Policy & Practice 29:5, pages 505-517.
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Jim Gleeson. (2022) Heads or tails: the relationship between curriculum and assessment in Irish post-primary education. Irish Educational Studies 0:0, pages 1-25.
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Therese N. Hopfenbeck. (2020) How to make grades meaningful. Assessment in Education: Principles, Policy & Practice 27:5, pages 477-479.
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Articles from other publishers (5)
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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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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David Martínez-Maireles, Davide Capperucci & Mila Naranjo Llanos. (2023) Contextual Contrast of Assessment Practices in Catalonia and Tuscany. CADMO:2, pages 33-54.
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Mohammad Arsyad Arrafii. (2021) “We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia. The Curriculum Journal 33:1, pages 103-125.
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