Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers

References

• Assessment Reform Group . 1999 . Assessment for learning: Beyond the black box , Cambridge : University of Cambridge School of Education .
   Google Scholar
• Biggs , J. and Tang , C. 2007 . Teaching for quality learning at university , 3rd ed , Maidenhead : SRHE and Open University Press .
   Google Scholar
• Black , P. , Harrison , C. , Lee , C. , Marshall , B. and Wiliam , D. 2003 . Assessment for learning: Putting it into practice , Maidenhead : Open University Press .
   Google Scholar
• Black , P. and Wiliam , D. 1998a . Assessment and classroom learning . Assessment in Education: Principles, Policy & Practice , 5 ( 1 ) : 68 – 74 .
   Google Scholar
• Black , P. and Wiliam , D. 1998b . Inside the black box: Raising standards through classroom assessment . Phi Delta Kappan , 80 ( 2 ) : 139 – 148 .
   Web of Science ®Google Scholar
• Bloom , B.S. , Hastings , J.T. and Madaus , G.F. 1971 . Handbook on formative and summative evaluation of student learning , New York : McGraw-Hill .
   Google Scholar
• Dillon , J.T. 1988 . Questioning and teaching: A manual of practice , London : Croom Helm .
   Google Scholar
• Draper , S.W. and Brown , M.I. 2004 . Increased interactivity in lectures using an electronic voting system . Journal of Computer Assisted Learning , 20 : 81 – 94 .
   Web of Science ®Google Scholar
• Flick , U. 2002 . An introduction to qualitative research , 2nd ed , London : Sage .
   Google Scholar
• Harlen , W. 2006 . “ On the relationship between assessment for formative and summative purposes ” . In Assessment and learning , Edited by: Gardner , J. 103 – 117 . London : Sage .
   Google Scholar
• Hattie , J. 2009 . Visible learning: A synthesis of over 800 meta-analyses relating to achievement , Oxford : Routledge .
   Google Scholar
• Hattie , J. and Timperley , H. 2007 . The power of feedback . Review of Educational Research , 77 ( 1 ) : 81 – 112 .
   Web of Science ®Google Scholar
• Higgins , R. , Hartley , P. and Skelton , A. 2002 . The conscientious consumer: Reconsidering the role of assessment feedback in student learning . Studies in Higher Education , 27 ( 1 ) : 53 – 64 .
   Web of Science ®Google Scholar
• Hounsell , D. , McCune , V. , Hounsell , J. and Litjens , J. 2008 . The quality of guidance and feedback to students . Higher Education Research & Development , 27 ( 1 ) : 55 – 67 .
   Web of Science ®Google Scholar
• Huxham , M. 2007 . Fast and effective feedback: Are model answers the answer? . Assessment & Evaluation in Higher Education , 32 ( 6 ) : 601 – 611 .
   Google Scholar
• Hyatt , D.F. 2005 . ‘Yes, a very good point!’ A critical genre analysis of a corpus of feedback commentaries on Master of Education assignments . Teaching in Higher Education , 10 ( 3 ) : 339 – 353 .
   Web of Science ®Google Scholar
• James , M. and Pedder , D. 2006 . Beyond method: Assessment and learning practices and values . The Curriculum Journal , 17 ( 2 ) : 109 – 138 .
   Google Scholar
• Kemp, S.J. 2008. Conceptions of teaching and pedagogical actions: Influences of professional development. PhD Diss., University of Sheffield.
   Google Scholar
• Koh , K. and Luke , A. 2009 . Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work . Assessment in Education: Principles, Policy & Practice , 16 ( 3 ) : 291 – 318 .
   Google Scholar
• Lee, H.L. 2009. Speech by Mr Lee Hsien Loong, Prime Minister, at the official lunch hosted in honour of the Prime Minister of Finland Matti Vanhanen, 18 November 2009. http://www.pmo.gov.sg (accessed 29 March 2011).
   Google Scholar
• Luke , A. , Freebody , P. , Shun , L. and Gopinathan , S. 2005 . Towards research-based innovation and reform: Singapore schooling in transition . Asia Pacific Journal of Education , 25 ( 1 ) : 5 – 28 .
   Google Scholar
• Mullis , I.V.S. , Martin , M.O. and Foy , P. 2008 . TIMSS 2007 International Mathematics Report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades , Chestnut Hill , MA : TIMSS & PIRLS International Study Center, Boston College .
   Google Scholar
• Mullis , I.V.S. , Martin , M.O. , Kennedy , A.M. and Foy , P. 2007 . PIRLS 2006 International Report: International Association for the Evaluation of Educational Achievement (IEA) , Chestnut Hill , MA : TIMSS & PIRLS International Study Center, Boston College .
   Google Scholar
• Nicol , D.J. 2007 . Laying a foundation for lifelong learning: Case studies of e-assessment in large 1st-year classes . British Journal of Educational Technology , 38 ( 4 ) : 668 – 678 .
   Web of Science ®Google Scholar
• Nicol , D.J. and Macfarlane-Dick , D. 2006 . Formative assessment and self-regulated learning: A model and seven principles of good feedback practice . Studies in Higher Education , 31 ( 2 ) : 199 – 218 .
   Web of Science ®Google Scholar
• Paine , L.W. 1990 . The teacher as virtuoso: A Chinese model for teaching . Teachers College Record , 92 ( 1 ) : 49 – 81 .
   Web of Science ®Google Scholar
• Prosser , M. , Trigwell , K. and Taylor , P. 1994 . A phenomenographic study of academics’ conceptions of science learning and teaching . Learning and Instruction , 4 : 217 – 231 .
   Google Scholar
• Ramaprasad , A. 1983 . On the definition of feedback . Behavioral Science , 28 : 4 – 13 .
   Google Scholar
• Richardson , V. 1997 . “ Constructivist teaching and teacher education: Theory and practice ” . In Constructivist teacher education: Building new understandings , Edited by: Richardson , V. 3 – 14 . London : RoutledgeFalmer .
   Google Scholar
• Richardson , V. 2003 . Constructivist pedagogy . Teachers College Record , 105 ( 9 ) : 1623 – 1640 .
   Web of Science ®Google Scholar
• Rowe , M.B. 1974 . Wait-time and rewards as instructional variables, their influence on language, logic, and fate control: Part one – Wait-time . Journal of Research in Science Teaching , 11 ( 2 ) : 81 – 94 .
   Google Scholar
• Sadler , D.R. 1989 . Formative assessment and the design of instructional systems . Instructional Science , 18 : 119 – 144 .
   Web of Science ®Google Scholar
• Sadler , D.R. 1998 . Formative assessment: Revisiting the territory . Assessment in Education: Principles, Policy & Practice , 5 ( 1 ) : 77 – 84 .
   Google Scholar
• Samuelowicz , K. and Bain , J.D. 2002 . Identifying academics’ orientations to assessment practice . Higher Education , 43 : 173 – 201 .
   Web of Science ®Google Scholar
• Scaife , J. and Wellington , J. 2010 . Varying perspectives and practices in formative and diagnostic assessment: A case study . Journal of Education for Teaching , 36 ( 2 ) : 137 – 151 .
   Web of Science ®Google Scholar
• Scriven , M. 1967 . “ The methodology of evaluation ” . In Perspectives of curriculum evaluation , Edited by: Tyler , R. , Gagné , R. and Scriven , M. 39 – 83 . Chicago , IL : Rand McNally & Company .
   Google Scholar
• Scriven , M. 1991 . “ Beyond formative and summative evaluation ” . In Evaluation and education: At quarter century , Edited by: McLaughlin , M. and Phillips , D. 19 – 64 . Chicago , IL : University of Chicago Press .
   Google Scholar
• Sharpe , L. and Gopinathan , S. 2002 . After effectiveness: New directions in the Singapore school system? . Journal of Educational Policy , 17 ( 2 ) : 151 – 166 .
   Web of Science ®Google Scholar
• Shepard , L.A. 2001 . “ The role of classroom assessment in teaching and learning ” . In Handbook of research on teaching , Edited by: Richardson , V. 1066 – 1101 . Washington , DC : American Educational Research Association .
   Google Scholar
• Shuell , T. 1996 . “ Teaching and learning in a classroom context ” . In Handbook of educational psychology , Edited by: Berliner , D.C. and Calfee , R.C. 726 – 764 . New York : Simon & Schuster Macmillan .
   Google Scholar
• Shute , V.J. 2008 . Focus on formative feedback . Review of Educational Research , 78 ( 1 ) : 153 – 189 .
   Web of Science ®Google Scholar
• Singapore Ministry of Education . 2002 . Junior college/upper secondary education review report , Singapore : Singapore Ministry of Education .
   Google Scholar
• Singapore Ministry of Education . 2006 . Education statistics digest , Singapore : Singapore Ministry of Education .
   Google Scholar
• Singapore Ministry of Trade and Industry. 2010. Strategies. http://app.mti.gov.sg (accessed 29 March 2011).
   Google Scholar
• Tan , C. 2005 . “ Driven by pragmatism: Issues and challenges in an ability-driven education ” . In Shaping Singapore’s future: Thinking schools, learning nation , Edited by: Tan , J. and Ng , P.T. 5 – 21 . Singapore : Prentice Hall .
   Google Scholar
• Tan , J. and Ng , P.T. , eds. 2005 . Shaping Singapore’s future: Thinking schools, learning nation , Singapore : Prentice Hall .
   Google Scholar
• Tang , S.Y.F. 2008 . Issues in field experience assessment in teacher education in a standards-based context . Journal of Education for Teaching , 34 ( 1 ) : 17 – 32 .
   Google Scholar
• Taras , M. 2007 . Assessment for learning: Understanding theory to improve practice . Journal of Further and Higher Education , 31 ( 4 ) : 363 – 371 .
   Google Scholar
• Tight , M. 2004 . Research into higher education: An a-theoretical community of practice? . Higher Education Research & Development , 23 ( 4 ) : 395 – 411 .
   Google Scholar
• Tobin , K. 1993 . “ Constructivist perspectives on teacher learning ” . In The practice of constructivism in science education , Edited by: Tobin , K. 215 – 226 . Hillsdale , NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Tobin , K. and Tippins , D. 1993 . “ Constructivism as a referent for teaching and learning ” . In The practice of constructivism in science education , Edited by: Tobin , K. 3 – 21 . Hillsdale , NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Torrance , H. and Pryor , J. 2001 . Developing formative assessment in the classroom: Using action research to explore and modify theory . British Educational Research Journal , 27 ( 5 ) : 615 – 631 .
   Web of Science ®Google Scholar
• Windschitl , M. 2002 . Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers . Review of Educational Research , 72 ( 2 ) : 131 – 175 .
   Web of Science ®Google Scholar
• World Bank. 2008. Building the Sri Lankan knowledge economy: Case study 2: Singapore’s transition to the knowledge economy: From efficiency to innovation. http://web.worldbank.org (accessed 29 March 2011).
   Google Scholar
• Yorke , M. 2001 . Formative assessment and its relevance to retention . Higher Education Research & Development , 20 ( 2 ) : 115 – 126 .
   Google Scholar