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Citations (36)
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Setlhomo Koloi-Keaikitse & Anne Traynor. (2023) Discrepancies between teachers’ self-reported perceived skills and use of classroom assessment practices: The case of Botswana. Cogent Education 10:2.
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Ching-Sui Hung & Hsin-Kai Wu. (2023) High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education 0:0, pages 1-22.
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Ziqi Li, Zi Yan, Kinnie Kin Yee Chan, Ying Zhan & Wu Yuan Guo. (2023) The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development 27:4, pages 447-467.
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Colin Castleberry, Ainsley Hanner, Gabriel Burks & Jennifer Amos. (2023) Instructor perspectives on the use of tag-organised assessment to facilitate formative assessment strategies in STEM courses. European Journal of Engineering Education 48:4, pages 629-652.
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Benjamin Luke Moorhouse & Lucas Kohnke. (2023) Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies. Pedagogies: An International Journal 18:3, pages 431-449.
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Kay M. Stanney, Anna Skinner & Claire Hughes. (2023) Exercisable Learning-Theory and Evidence-Based Andragogy for Training Effectiveness using XR (ELEVATE-XR): Elevating the ROI of Immersive Technologies. International Journal of Human–Computer Interaction 39:11, pages 2177-2198.
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Zi Yan & Ronnel B. King. (2023) Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers. Assessment in Education: Principles, Policy & Practice 30:2, pages 130-150.
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Zi Yan, Xiang Wang, David Boud & Hongling Lao. (2023) The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education 48:1, pages 1-15.
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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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Yuyang Cai, Min Yang & Juanjuan Yao. (2022) More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement. Assessment in Education: Principles, Policy & Practice 29:6, pages 711-728.
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Jenny Poskitt. (2022) COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption. Assessment in Education: Principles, Policy & Practice 29:5, pages 575-595.
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Irena Raudienė, Lina Kaminskienė & Liying Cheng. (2022) The Education and Assessment System in Lithuania. Assessment in Education: Principles, Policy & Practice 29:3, pages 383-394.
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Ernesto Panadero, Juan Fraile, Leire Pinedo, Carlos Rodríguez-Hernández & Fernando Díez. (2022) Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy & Practice 29:3, pages 361-382.
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Rie Koizumi. (2022) L2 Speaking Assessment in Secondary School Classrooms in Japan. Language Assessment Quarterly 19:2, pages 142-161.
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Therese N. Hopfenbeck. (2021) Who is feedback for?. Assessment in Education: Principles, Policy & Practice 28:3, pages 209-211.
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Articles from other publishers (21)
Hamed Abbasi Kasani, Gholamreza Shams Mourkani, Farhad Seraji, Morteza RezaeiZadeh, Solmaz Aghazadeh & Hojjat Abedi. (2023) A software prototype of formative assessment: designing and usability measurement. Educational technology research and development 71:3, pages 1105-1133.
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Cecilia Guanfang Zhao & Qi Qi. (2022)
Implementing Learning‐Oriented Assessment (
LOA
) Among Limited‐Proficiency
EFL
Students: Challenges, Strategies, and Students' Reactions
. TESOL Quarterly 57:2, pages 566-594.
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Konstantinos Michos, Maria-Luisa Schmitz & Dominik Petko. (2023) Teachers’ data literacy for learning analytics: a central predictor for digital data use in upper secondary schools. Education and Information Technologies.
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Lee D Flood, Pamela Angelle & Nate D Koerber. (2023) A systematic review of the International School Leadership Development Network, social justice strand research, 2010–2021. Management in Education, pages 089202062311606.
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Ecenaz Alemdag. (2022) Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers. Journal of Psychoeducational Assessment 41:1, pages 63-87.
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Zi Yan & Ming Ming Chiu. (2022) The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal 49:1, pages 186-208.
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Felizardo Muianga. (2023) English language teachers’ conceptions of assessment. Frontiers in Education 7.
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Caroline Elbra-Ramsay. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Iron Pedreira Alves, Ivan Faria & Juliana Laranjeira Pereira. (2022) Avaliação formativa e autorregulação da aprendizagem no ensino superior. Revista Internacional de Educação Superior 9, pages e023035.
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Zi Yan & Serafina Pastore. (2022) Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale. Journal of Psychoeducational Assessment 40:5, pages 592-604.
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Patricia Köpfer. (2022) Teachers’ perspectives on dealing with students’ errors. Frontiers in Education 7.
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Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten & Desirée Joosten-ten Brinke. (2022) Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans. Frontiers in Education 7.
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Xinxin Liu, Yong Jiang & Hui Li. (2022) The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study. Sustainability 14:10, pages 6350.
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Khalid Abdullah Alotaibi & Madhawi Ghallab Alharbi. (2022) Assessing the Learning Outcomes of Using Mobile Game Integration in Teaching English Vocabulary. International Journal of Sociotechnology and Knowledge Development 14:1, pages 1-16.
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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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Lucas Kohnke, Dennis Foung & Julia Chen. (2022) Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education. SAGE Open 12:2, pages 215824402210899.
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Caroline Elbra-Ramsay. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
1
25
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Lianjiang Jiang & Shulin Yu. (2021) Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis. The Asia-Pacific Education Researcher 30:6, pages 509-518.
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Íris Susana Pires Pereira, Eva Lopes Fernandes & Maria Assunção Flores. (2021) Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback. Education Sciences 11:8, pages 400.
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Zi Yan, Yangyu Xiao, Kuen-Fung Sin, Lan Yang & Wu-Yuan Guo. (2021) Formative Assessment Practices in Special School Classrooms With the Support of E-Books: A Case Study. Frontiers in Education 6.
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Syed Usman Hashmi, Syed Qaiser Hussain, Tahira Adeel Zaman, Samra Arshad & Naeem Akhtar. (2021) CRITICAL REVIEW OF FORMATIVE ASSESSMENT PRACTICES IMPLEMENTED IN ENGLISH LANGUAGE LEARNING PROGRAMS IN SINDH. Humanities & Social Sciences Reviews 9:3, pages 703-712.
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