References
- Abell , S.K. , Bryan , L.A. and Anderson , M.A. 1998 . Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation . Science Education , 82 ( 4 ) : 491 – 509 .
- Ash , D. and Levitt , K. 2003 . Working within the zone of proximal development: Formative assessment as professional development . Journal of Science Teacher Education , 14 ( 1 ) : 23 – 48 .
- Barton , A.C. 1998 . Feminist science education , New York : Teachers College Press .
- Bean , T.W. and Stevens , L.P. 2002 . Scaffolding reflection for preservice and inservice teachers . Reflective Practice , 3 ( 2 ) : 205 – 218 .
- Bell , B. and Cowie , B. 2001 . The characteristics of formative assessment in science education . Science Education , 85 ( 5 ) : 536 – 553 .
- Bianchini , J.A. and Cavasos , L.M. 2007 . Learning from students, inquiry into practice, and participation in professional communities: Beginning teachers’ uneven progress toward equitable science teaching . Journal of Research in Science Teaching , 44 ( 4 ) : 586 – 612 .
- Bianchini , J.A. and Solomon , E.M. 2003 . Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers . Journal of Research in Science Teaching , 40 ( 1 ) : 53 – 76 .
- Biesta , Gert . 2004 . “ ‘Mind the gap!’ Communication and the educational relation ” . In No education without relation , Edited by: Charles , Bingham and Alexander , Sidorkin . 11 – 22 . New York : Peter Lang .
- Black , P. 1998 . Formative assessment: Raising standards inside the classroom . School Science Review , 80 ( 291 ) : 39 – 46 .
- Black , P. and Harrison , C. 2001 . Feedback in questioning and marking: The science teacher’s role in formative assessment . School Science Review , 82 ( 301 ) : 55 – 61 .
- Black , P. and Wiliam , D. 1998 . Assessment and classroom learning . Assessment in Education: Principles, Policy & Practice , 5 ( 1 ) : 7 – 74 .
- Black , P. and Wiliam , D. 2006 . “ Assessment for learning in the classroom ” . In Assessment and learning , Edited by: Gardener , J. 9 – 26 . London : Sage .
- Brookhart , S.M. 2008 . Feedback that fits . Educational Leadership , 65 ( 4 ) : 54 – 59 .
- Bryan , L.A. and Abell , S.K. 1999 . Development of professional knowledge in learning to teach elementary science . Journal of Research in Science Teaching , 36 ( 2 ) : 121 – 139 .
- Buck , G. and Trauth-Nare , A.E. 2009 . Preparing teachers to make the formative assessment process integral to science teaching and learning . Journal of Science Teacher Education , 20 ( 5 ) : 475 – 494 .
- Buck , G. , Trauth-Nare , A.E. and Kaftan , J. 2010 . Making formative assessment discernable to pre-service teachers of science . Journal of Research in Science Teaching , 47 ( 4 ) : 402 – 421 .
- Campbell , C. and Evans , J.A. 2000 . Investigation of preservice teachers’ classroom assessment practices during student teaching . Journal of Educational Research , 93 ( 6 ) : 350 – 355 .
- Capobianco , B. 2007 . Science teachers’ attempts at integrating feminist pedagogy through collaborative action research . Journal of Research in Science Teaching , 44 ( 1 ) : 1 – 32 .
- Capobianco , B.M. and Feldman , A. 2006 . Promoting quality for teacher action research: Lessons learned from science teachers’ action research . Educational Action Research , 14 ( 4 ) : 497 – 512 .
- Carr , Wilfred and Kemmis , Stephen . 1986 . Becoming critical: Education, knowledge and action research , London : Falmer Press .
- Checkland , P. and Holwell , S. 1998 . Action research: Its nature and validity . Systemic Practice and Action Research , 11 ( 1 ) : 9 – 21 .
- Cochran-Smith , M. 2005 . Teacher educators as researchers: Multiple perspectives . Teaching and Teacher Education , 21 ( 2 ) : 219 – 225 .
- Cowie , B. 2005 . Student commentary on classroom assessment in science: A sociocultural interpretation . International Journal of Science Education , 27 ( 2 ) : 199 – 214 .
- Day , C. 1999 . Professional development and reflective practice: Purposes, processes and partnerships . Pedagogy, Culture, and Society , 7 ( 2 ) : 221 – 233 .
- Desouza , J.M.S. and Czerniak , C.M. 2003 . Study of science teachers’ attitudes toward and beliefs about collaborative reflective practice . Journal of Science Teacher Education , 14 ( 2 ) : 75 – 96 .
- Duschl , R.A. and Gitomer , D.H. 1997 . Strategies and challenges to changing the focus of assessment and instruction in science classrooms . Educational Assessment , 4 ( 1 ) : 37 – 73 .
- Feldman , A. and Capobianco , B. 2008 . Teacher learning of technology enhanced formative assessment . Journal of Science Education and Technology , 17 ( 1 ) : 82 – 99 .
- Glesne , C. 2005 . Becoming qualitative researchers: An introduction , 3rd ed. , New York : Allyn & Bacon .
- Goodnough , K. 2010 . Teacher learning and collaborative action research: Generating ‘knowledge-of-practice’ in the context of science education . Journal of Science Teacher Education , 21 ( 8 ) : 917 – 936 .
- Gore , J. and Zeichner , K. 1991 . Action research and reflective practice in preservice teacher education . Teaching and Teacher Education , 7 ( 2 ) : 119 – 136 .
- Greenwood , D.J. , Whyte , W.F. and Harkavy , I. 1993 . Participatory action research as a process and as a goal . Human Relations , 46 ( 2 ) : 175 – 191 .
- Hardy , T. and Kirkwood , V. 1994 . Towards creating effective learning environments for science teachers: The role of a science educator in a tertiary setting . International Journal of Science Education , 16 ( 2 ) : 231 – 251 .
- Hewson , P.W. , Tabachnick , B.R. , Zeichner , K.M. and Lemberger , J. 1999 . Educating prospective teachers of biology: Findings, limitations, and recommendations . Science Education , 83 ( 3 ) : 373 – 384 .
- James , M. , Black , P. , McCormick , R. , Pedder , D. and Wiliam , D. 2006 . Learning how to learn, in classrooms, schools and networks: Aims, design and analysis . Research Papers in Education , 21 ( 2 ) : 101 – 118 .
- James , M. and Gipps , C. 1998 . The broadening basis of assessment to prevent the narrowing of learning . The Curriculum Journal , 9 ( 3 ) : 285 – 297 .
- James , Mary and Pedder , David . 2006 . “ Professional learning as a condition for assessment for learning ” . In Assessment and learning , Edited by: Gardener , John . 27 – 43 . London : Sage .
- Jones , A. and Moreland , J. 2005 . The importance of pedagogical content knowledge in assessment for learning practices: A case-study of a whole-school approach . The Curriculum Journal , 16 ( 2 ) : 193 – 206 .
- Kemmis , S. 2006 . Participatory action research and the public sphere . Educational Action Research , 14 ( 4 ) : 459 – 476 .
- Kemmis , Stephen and McTaggart , Robin . 2005 . “ Participatory action research: Communicative action and the public sphere ” . In The Sage handbook of qualitative research , Edited by: Denzin , Norman K. and Lincoln , Yvonna S. 559 – 603 . Thousand Oaks, CA : Sage .
- Keppell , M. and Carless , D. 2006 . Learning-oriented assessment: A technology-based case study . Assessment in Education: Principles, Policy & Practice , 13 ( 2 ) : 179 – 191 .
- Khishfe , R. and Abd-El-Khalik , F. 2002 . Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science . Journal of Research in Science Teaching , 39 ( 7 ) : 551 – 578 .
- Leitch , R. and Day , C. 2000 . Action research and reflective practice: Towards a holistic view . Educational Action Research , 8 ( 1 ) : 179 – 193 .
- Loughran , J.J. 2002 . Effective reflective practice: In search of meaning in learning about teaching . Journal of Teacher Education , 53 ( 1 ) : 33 – 43 .
- 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 .
- Moallem , M. 1997 . The content and nature of reflective teaching: A case of an expert middle school science teacher . The Clearing House , 70 ( 3 ) : 143 – 150 .
- National Research Council . 1999 . The assessment of science meets the science of assessment , Washington, DC : National Academy Press .
- National Research Council . 2001 . Classroom assessment and the national science education standards , Washington, DC : National Academy Press .
- Pryor , J. and Torrance , H. 1998 . Formative assessment in the classroom: Where psychological theory meets social practice . Social Psychology of Education , 2 ( 2 ) : 151 – 176 .
- Reed , Y. , Davis , H. and Nyabanyaba , T. 2002 . Investigating teachers’ ‘take-up’ of reflective practice from an in-service professional development teacher education programme in South Africa . Educational Action Research , 10 ( 2 ) : 253 – 274 .
- Sadler , D.R. 1989 . Formative assessment and the design of instructional systems . Instructional Science , 18 ( 2 ) : 119 – 144 .
- Sato , M. , Baker , V. , Fong , E. , Gilbertson , J. , Liebig , T. and Schwartfarb , N. 2006 . “ Revised views of classroom assessment ” . In Assessment in science: Practical experiences and educational research , Edited by: McMahon , M. , Simmons , P. , Sommers , R. , DeBaets , D. and Crawley , F. 197 – 206 . Arlington, VA : NSTA Press .
- Sato , M. , Coffey , J. and Moorthy , S. 2003 . Two teachers making assessment for learning their own . The Curriculum Journal , 16 ( 2 ) : 177 – 191 .
- Schön , D.A. 1983 . The reflective practitioner: How professionals think in action , New York : Basic Books .
- Stringer , E.T. 2006 . Action research , 2nd ed. , Thousand Oaks, CA : Sage .
- Subramaniam , K. 2010 . Understanding changes in teacher roles through collaborative action research . Journal of Science Teacher Education , 21 ( 8 ) : 937 – 952 .
- Tierney , R.D. 2006 . Changing practices: Influences on classroom assessment . Assessment in Education: Principles, Policy & Practice , 13 ( 3 ) : 239 – 264 .
- Tomanek , D. , Talamquer , V. and Novodvorsky , I. 2008 . What do science teachers consider when selecting formative assessment tasks? . Journal of Research in Science Teaching , 45 ( 10 ) : 1113 – 1130 .
- Torrance , H. and Pryor , J. 2001 . Developing formative assessment in the classroom: Using action research to explore and modify a theory . British Educational Research Journal , 27 ( 5 ) : 615 – 631 .
- van Zee , E. , Lay , D. and Roberts , D. 2003 . Fostering collaborative inquiries by prospective and practicing elementary and middle school teachers . Science Education , 87 ( 4 ) : 588 – 612 .
- Wiliam , D. , Lee , C. , Harrison , C. and Black , P. 2004 . Teachers developing assessment for learning: Impact on student achievement . Assessment in Education: Principles, Policy & Practice , 11 ( 1 ) : 49 – 65 .
- Yung , B.H. 2001 . Three views of fairness in a school-based assessment scheme of practical work in biology . International Journal of Science Education , 23 ( 10 ) : 985 – 1005 .
- Zeichner , K.M. and Liston , D.P. 1996 . Reflective teaching: An introduction , Mahwah, NJ : Lawrence Erlbaum Associates .
- Zembal-Saul , C. , Blumenfeld , P. and Krajcik , J. 2000 . Influence of guided cycles of planning, teaching, and reflection on prospective elementary teachers’ science content representations . Journal of Research in Science Teaching , 37 ( 4 ) : 318 – 339 .