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Teacher Development
An international journal of teachers' professional development
Volume 9, 2005 - Issue 2
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Original Articles

Studying changes in the practice of two teachers developing assessment for learning

Clare Lee Warwickshire County Council, United KingdomCorrespondence[email protected]
&
Dylan Wiliam Learning and Teaching Research Center, Princeton, USA
Pages 265-283 | Published online: 20 Dec 2006

Citations (36)

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Read on this site (19)

Kiren Kaur. (2021) Formative assessment in English language teaching: exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education 41:4, pages 695-710.
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Youngjoon Kim & Okseon Lee. (2021) Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education. International Journal of Qualitative Studies on Health and Well-being 16:1.
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Frode Olav Haara, Knut Steinar Engelsen & Kari Smith. (2020) Moving from traditional to responsive mathematics classrooms: a proposition of an intervention model. Teacher Development 24:3, pages 399-414.
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Christopher DeLuca, Allison Chapman-Chin & Don A. Klinger. (2019) Toward a Teacher Professional Learning Continuum in Assessment for Learning. Educational Assessment 24:4, pages 267-285.
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Christopher DeLuca, Adelina Valiquette, Andrew Coombs, Danielle LaPointe-McEwan & Ulemu Luhanga. (2018) Teachers’ approaches to classroom assessment: a large-scale survey. Assessment in Education: Principles, Policy & Practice 25:4, pages 355-375.
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Angela Pyle & Christopher DeLuca. (2017) Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research 110:5, pages 457-466.
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Siv M. Gamlem. (2015) Feedback to support learning: changes in teachers’ practice and beliefs. Teacher Development 19:4, pages 461-482.
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Paul Black. (2015) Formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice 22:1, pages 161-177.
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Christopher DeLuca, Don Klinger, Jamie Pyper & Judy Woods. (2015) Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education: Principles, Policy & Practice 22:1, pages 122-139.
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Craig Deed, Thomas M. Lesko & Valerie Lovejoy. (2014) Teacher adaptation to personalized learning spaces. Teacher Development 18:3, pages 369-383.
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Christopher DeLuca. (2012) Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education. Action in Teacher Education 34:5-6, pages 576-591.
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Winnie Wing Mui So & Theodore Tai Hoi Lee. (2011) Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study. Assessment in Education: Principles, Policy & Practice 18:4, pages 417-432.
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Randy Elliot Bennett. (2011) Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice 18:1, pages 5-25.
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Paul Black, Christine Harrison, Jeremy Hodgen, Bethan Marshall & Natasha Serret. (2010) Validity in teachers’ summative assessments. Assessment in Education: Principles, Policy & Practice 17:2, pages 215-232.
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Malcolm Swan & Jon Swain. (2010) The impact of a professional development programme on the practices and beliefs of numeracy teachers. Journal of Further and Higher Education 34:2, pages 165-177.
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Louis Volante. (2010) Assessment of, for, and as Learning within Schools: Implications for Transforming Classroom Practice . Action in Teacher Education 31:4, pages 66-75.
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Zohra Nisar Hunzai. (2009) Teacher Education in Pakistan: Analysis of Planning Issues in Early Childhood Education. Journal of Early Childhood Teacher Education 30:3, pages 285-297.
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Mary Webb & Jane Jones. (2009) Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice 16:2, pages 165-184.
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Jon Swain & Malcolm Swan. (2009) Teachers’ attempts to integrate research‐based principles into the teaching of numeracy with post‐16 learners. Research in Post-Compulsory Education 14:1, pages 75-92.
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Articles from other publishers (17)

Mária Babinčáková, Mária Ganajová & Paweł Bernard. (2023) Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers’ Attitudes, Beliefs, and Experiences. Journal of Chemical Education 100:9, pages 3276-3290.
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Eric Asare & Elizabeth Afriyie. (2023) Barriers to Basic School Teachers’ Implementation of Formative Assessment in the Cape Coast Metropolis of Ghana. Open Education Studies 5:1.
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Kiren Kaur & Christina Lim-Ratnam. (2022) Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore. Educational Research for Policy and Practice 22:2, pages 215-237.
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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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Juan Zeng & Liyan Huang. (2021) Understanding Formative Assessment Practice in the EFL Exam-Oriented Context: An Application of the Theory of Planned Behavior. Frontiers in Psychology 12.
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Shun Wing Ng, Yee Wan Kwan & Ka Hio Huey Lei. (2020) Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?. International Journal of Educational Reform 29:3, pages 275-292.
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Rebecca Vivian, Diana Franklin, Dave Frye, Alan Peterfreund, Jason Ravitz, Florence Sullivan, Melissa Zeitz & Monica M. McGill. (2020) Evaluation and Assessment Needs of Computing Education in Primary Grades. Evaluation and Assessment Needs of Computing Education in Primary Grades.
Benjamin Bolden, Christopher DeLuca, Tiina Kukkonen, Suparna Roy & Judy Wearing. (2019) Assessment of Creativity in K‐12 Education: A Scoping Review. Review of Education 8:2, pages 343-376.
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Po Yuk Ko. (2019) Transcending conventional assessment boundaries in conducting learning study. International Journal for Lesson and Learning Studies 8:3, pages 212-228.
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Xiaoyan Zhao, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2016) Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese teachers. International Journal of STEM Education 3:1.
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Ann Sherman & Leo MacDonald. 2016. Leadership of Assessment, Inclusion, and Learning. Leadership of Assessment, Inclusion, and Learning 171 195 .
Paul Black. 2014. International Handbook of Learning, Teaching and Leading in Faith-Based Schools. International Handbook of Learning, Teaching and Leading in Faith-Based Schools 501 514 .
Malcolm Swan, Daniel Pead, Michiel Doorman & Ad Mooldijk. (2013) Designing and using professional development resources for inquiry-based learning. ZDM 45:7, pages 945-957.
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Kim Schildkamp & Adrie Visscher. 2013. A Developmental and Negotiated Approach to School Self-Evaluation. A Developmental and Negotiated Approach to School Self-Evaluation 233 252 .
Lisa A. D'souza. (2017) Assessing Student Learning through Guided Inquiry: A Case Study of a Beginning Teacher. Journal of Education 192:2-3, pages 79-87.
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Beverley Cooper & Bronwen Cowie. (2010) Collaborative research for assessment for learning. Teaching and Teacher Education 26:4, pages 979-986.
Crossref
P. Black. 2010. International Encyclopedia of Education. International Encyclopedia of Education 359 364 .

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