Citations (19)
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Read on this site (5)
Austin S. Jennings. (2022) Preferences, Substitutes, and Complements: Mapping the Relationship between Data Sources within Teachers’ Instructional Practice. Educational Assessment 27:4, pages 322-338.
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Christine J. Lyon, Leslie Nabors Oláh & Meghan Brenneman. (2020) A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference. Educational Assessment 25:4, pages 288-313.
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Alicia C. Alonzo & Andrew Elby. (2019) Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers. Cognition and Instruction 37:1, pages 1-37.
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Rasha ElSaheli-Elhage & Shlomo Sawilowsky. (2016) Assessment practices for students with learning disabilities in Lebanese private schools: A national survey. Cogent Education 3:1.
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Jason C. Immekus & Ben Atitya. (2016) The Predictive Validity of Interim Assessment Scores Based on the Full-Information Bifactor Model for the Prediction of End-of-Grade Test Performance. Educational Assessment 21:3, pages 176-195.
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Articles from other publishers (14)
Austin S. Jennings. (2023) Understanding Students as Achievers and Learners. The Elementary School Journal 123:4, pages 485-512.
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Stephen Roderick Dobson & Fuad Arif FudiyartantoStephen Roderick Dobson & Fuad Arif Fudiyartanto. 2023. Transforming Assessment in Education. Transforming Assessment in Education
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Hong-Thu Thi. (2021) Project-Based Assessment in Teaching Intercultural Communication Competence for Foreign Language Students in Higher Education: A Case Study. European Journal of Educational Research 10:2, pages 933-944.
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Lwazi Sibanda & Joyce Mathwasa. 2021. The Education Systems of Africa. The Education Systems of Africa
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Austin S. Jennings & Amanda Jennings. (2020) Comprehensive and Superficial Data Users: A Convergent Mixed Methods Study of Teachers’ Practice of Interim Assessment Data Use. Teachers College Record: The Voice of Scholarship in Education 122:12, pages 1-46.
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Helenrose Fives & Nicole Barnes. (2020) Navigating the complex cognitive task of classroom assessment. Teaching and Teacher Education 92, pages 103063.
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Teruni Lamberg, Linda Gillette-Koyen & Diana Moss. (2020) Supporting Teachers to Use Formative Assessment for Adaptive Decision Making. Mathematics Teacher Educator 8:2, pages 37-58.
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Lwazi Sibanda & Joyce Mathwasa. 2020. The Education Systems of Africa. The Education Systems of Africa
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Xiaoyan Zhao, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2017) Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey. International Journal of Science and Mathematics Education 16:7, pages 1387-1407.
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Michelle D. Van Lare. (2016) “Obviously, That Worked”. Journal of School Leadership 26:5, pages 756-782.
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M.C. Heitink, F.M. Van der Kleij, B.P. Veldkamp, K. Schildkamp & W.B. Kippers. (2016) A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review 17, pages 50-62.
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Lisa M. Abrams, James H. McMillan & Angela P. Wetzel. (2015) Implementing benchmark testing for formative purposes: teacher voices about what works. Educational Assessment, Evaluation and Accountability 27:4, pages 347-375.
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Alan J. Daly, Nienke M. Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou. (2014) Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement. Teachers College Record: The Voice of Scholarship in Education 116:7, pages 1-42.
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Jonathan Supovitz. (2012) Getting at Student Understanding - the Key to Teachers’ Use of Test Data. Teachers College Record: The Voice of Scholarship in Education 114:11, pages 1-29.
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