Learning How to Learn and Assessment for Learning: a theoretical inquiry

References

• Bereiter , C. and Scardamalia , M. 1989 . “ Intentional learning as a goal of instruction ” . In Knowing, learning, and instruction; essays in honor of Robert Glaser , Edited by: Resnick , L. B. 361 – 392 . Hillsdale, NJ : Lawrence Erlbaum Associates .
   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. 1998 . Assessment and classroom learning . Assessment in Education , 5 (1) : 7 – 71 .
   Google Scholar
• Black , P. and Wiliam , D . 2005 . “ Chapter 5: A theory for assessment for learning ” . In Assessment and learning , Edited by: Gardner , J. 81 – 100 . London : Sage .
   Google Scholar
• Brown , A. L. 1981 . “ Metacognition: the development of selective attention strategies for learning from texts ” . In Directions in reading: research and instruction , Edited by: Kamil , M. Washington, DC : The National Reading Conference .
   Google Scholar
• Brown , A. L. and Campione , J. C. 1990 . “ Communities of learning and thinking, or a context by any other name ” . In Developmental perspectives on teaching and learning thinking skills: contributions to human development, Volume 2 , Edited by: Kuhn , D. Basle : Karger .
   Google Scholar
• Bruner , J. 1996 . The culture of education , Cambridge, MA : Harvard University Press .
   Google Scholar
• Dearden , R. F. 1976 . Problems in primary education , London : Routledge .
   Google Scholar
• DEMOS . 2005 . About learning , London : Demos . Available online at: http://www.demos.co.uk/catologue/aboutlearning/ (accessed 15 January 2006)
   Google Scholar
• Doyle , W. and Ponder , G. 1977 . The practicality ethic in teacher decision‐making . Interchange , 8 (3) : 1 – 12 .
   Google Scholar
• Dweck , C. S. 2000 . Self theories: their role in motivation, personality and development , London : Taylor & Francis .
   Google Scholar
• Hautamäki , J. , Arinen , P. , Eronen , S. , Hautamäki , A. , Kupiainen , S. , Lindblom , B. , Niemivirta , M. , Pakaslahti , L. , Rantanen , P. and Scheinin , P. 2002 . Assessing learning‐to‐learn: a framework , Helsinki : National Board of Education .
   Google Scholar
• Hargreaves , D. H. 2005 . Personalising learning, 3: learning to learn & the new technologies , London : Specialist Schools Trust .
   Google Scholar
• James , M. , Black , P. , Carmichael , P. , Conner , C. , Dudley , P. Fox , A. Learning how to learn: tools for schools , London : Routledge . (in press)
   Google Scholar
• James , M. and Pedder , D. “ Beyond method: assessment and learning practices and values ” . In Assessment in Education (under review)
   Google Scholar
• Lave , J. 1988 . Cognition in practice: mind, mathematics and culture in everyday life , Cambridge : Cambridge University Press .
   Google Scholar
• Marshall , B. and Drummond , M.‐J. 2006 . How teachers engage with Assessment for Learning: lessons from the classroom . Research Papers in Education , 21 (2) : 133 – 149 .
   Google Scholar
• Mercer , N. 2000 . Words and minds: how we use language to talk together , London : Routledge .
   Google Scholar
• Mercer , N. , Dawes , L. , Wegerif , R. and Sams , C. 2004 . Reasoning as a scientist: ways of helping children to use language to learn science . British Educational Research Journal , 30 (3) : 359 – 377 .
   Web of Science ®Google Scholar
• Moseley , D. , Baumfield , V. , Elliott , J. , Higgins , S. , Miller , J. and Newton , D. P. 2005 . Frameworks for thinking: a handbook for teachers and learning , Cambridge : Cambridge University Press .
   Google Scholar
• Pellegrino , J.W. , Chudowsky , N. and Glaser , R. 2001 . Knowing what students know: the science and design of educational assessment , Washington, DC : National Academy Press .
   Google Scholar
• Phye , G. D. 1997 . “ Inductive reasoning and problem solving: the early grades ” . In Handbook of academic learning: construction of knowledge , Edited by: Phye , G. D. San Diego : Academic Press .
   Google Scholar
• Resnick , L. B. 1989 . “ Introduction ” . In Knowing, learning, and instruction: essays in honor of Robert Glaser , Edited by: Resnick , L. B. 1 – 24 . Hillsdale, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Rogoff , B. 1990 . Apprenticeship in thinking: cognitive development in a social context , New York : Oxford University Press .
   Google Scholar
• Schraw , G. and Impara , J. , eds. 2000 . Issues in the measurement of metacognition , Buros‐Nebraska : Series of Measurement and Testing .
   Google Scholar
• Shayer , M. 1999 . Cognitive acceleration through science education II: its effects and scope . International Journal of Science Education , 21 (8) : 883 – 902 .
   Web of Science ®Google Scholar
• Shayer , M. 2003 . Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget . Learning & Instruction , 13 (5) : 465 – 485 .
   Google Scholar
• Wiliam , D. , Lee , C. , Harrison , C. and Black , P. 2004 . Teachers developing Assessment for Learning: impact on student achievement . Assessment in Education , 11 (1) : 49 – 65 .
   Google Scholar
• Wood , D. 1998 . How children think and learn: the social contexts of cognitive development , (2nd edn.) , Oxford : Blackwell .
   Google Scholar