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Erin Marie Furtak, Ruhan Circi & Sara C. Heredia. (2018) Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study. Applied Measurement in Education 31:2, pages 143-156.
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Hege Hermansen. (2014) Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. The Curriculum Journal 25:4, pages 470-494.
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Bethan Marshall & Mary Jane Drummond. (2006) How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education 21:2, pages 133-149.
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Articles from other publishers (3)
Xinying Yin & Gayle A. Buck. (2015) There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research. Cultural Studies of Science Education 10:3, pages 719-752.
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Erin Marie Furtak & Sara C. Heredia. (2014) Exploring the influence of learning progressions in two teacher communities. Journal of Research in Science Teaching 51:8, pages 982-1020.
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Hege Hermansen & Monika Nerland. (2014) Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal 40:1, pages 187-206.
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