References
- Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development – A motivation perspective. Assessment in Education: Principles, Policy & Practice, 1–22. doi:10.1080/0969594X.2018.1430685
- Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education: Principles, Policy & Practice, 5(1), 103–110.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
- Black, P, & Wiliam, D. (2009). Developing the theory of formative assessment. educational assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. doi:10.1007/s11092-008-9068-5
- Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 1–25. doi:10.1080/0969594X.2018.1441807
- Cheong, Y. Y. (2017). Assessment in Singapore: Perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 1–5. doi:10.1080/0969594X.2017.1309354
- Dwyer, C. A. (1998). Assessment and classroom learning: Theory and practice. Assessment in Education: Principles, Policy & Practice, 5(1), 131–137.
- Hartmeyer, R., Stevenson, M. P., & Bentsen, P. (2017). A systematic review of concept mapping-based formative assessment processes in primary and secondary science education. Assessment in Education: Principles, Policy & Practice, 1–22. doi:10.1080/0969594X.2017.1377685
- Hattie, J., & Jaeger, R. (1998). Assessment and classroom learning: A deductive approach. Assessment in Education: Principles, Policy & Practice, 5(1), 111–122.
- Jang, E. E., & Sinclair, J. (2017). Ontario’s educational assessment policy and practice: A double-edged sword? Assessment in Education: Principles, Policy & Practice, 1–23. doi:10.1080/0969594X.2017.1329705
- Newton, P., & Baird, J.-A. (2016). The great validity debate. Assessment in Education: Principles, Policy & Practice, 23(2), 173–177.
- Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5(1), 85–102.
- Sadler, R. D. (1998). Formative Assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–84.
- Schneider, M. C, & Randel, B. (2010). Research on characteristics of effective professional development programs for enhancing educators’ skills in formative assessment. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 251–276). Abingdon: Routledge.
- Sebatane, E. M. (1998). Assessment and classroom learning: A response to Black & Wiliam. Assessment in Education: Principles, Policy & Practice, 5(1), 123–130.
- Shepard, L. A, Penuel, W. R, & Davidson, K. L. (2017). Design principles for new systems of assessment. Phi Delta Kappan 98(6), 47–52. doi:10.1177/0031721717696478
- Stobart, G. (2018). Developing feedback for student learning. Assessment in Education: Principles, Policy & Practice, 1–3. doi:10.1080/0969594X.2018.1511518
- Van der Kleij, F. M., Cumming, J. J., & Looney, A. (2017). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education: Principles, Policy & Practice, 1–18. doi:10.1080/0969594X.2017.1374924
- Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.
- Wiliam, D. (2017). Learning and assessment: A long and winding road? Assessment in Education: Principles, Policy & Practice, 24(3), 309–316.
- Wiliam, D. (this issue). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice. 25(6), 686–689.
- Yates, A., & Johnston, M. (2017). The impact of school-based assessment for qualifications on teachers’ conceptions of assessment. Assessment in Education: Principles, Policy & Practice, 1–17. doi:10.1080/0969594X.2017.1295020