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Journal of Education for Teaching
International research and pedagogy
Volume 45, 2019 - Issue 4
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Research in Practice

Impact of professional development programme on teachers’ competencies in assessment

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Pages 481-485 | Received 16 Jul 2018, Accepted 23 Aug 2018, Published online: 12 Jul 2019

References

  • Carless, D. 2011. From Testing to Productive Pupil Learning: Implementing Formative Assessment in Confucian-heritage Settings. New York: Routledge.
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  • Hargreaves, A., L. Earl, and M. Schmidt. 2002. “Perspectives on Alternative Assessment Reform.” American Educational Research Journal 39 (1): 69–95. doi:10.3102/00028312039001069.
  • Koh, K. M. 2011. “Improving Teachers’ Assessment Literacy through Professional Development.” Teaching Education 22 (3): 255–276. doi:10.1080/10476210.2011.593164.
  • Lee, I. 2016. “Putting Pupils at the Centre of Classroom L2 Writing Assessment.” The Canadian Modern Language Review 72 (2): 258–280. doi:10.3138/cmlr.2802.
  • Mak, P., and I. Lee. 2014. “Implementing Assessment for Learning in L2 Writing: An Activity Theory Perspective.” System 47: 73–87.
  • Price, M., K. Handley, B. O’ Donovan, C. Rust, and J. Millar. 2013. “Assessment Feedback: An Agenda for Change.” In Reconceptualizing Feedback in Higher Education: Developing Dialogue with Pupils, edited by S. Merry, M. Price, D. Carless, and M. Taras, 41–53. Oxon: Routledge.
  • Shephard, L. A. 2000. “The Role of Assessment in a Learning Culture.” Educational Researcher 29 (7): 4–14. doi:10.3102/0013189X029007004.

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