References
- Allinder, R. M. 1994. “The Relationship between Efficacy and the Instructional Practices of Special Education Teachers and Consultants.” Teacher Education and Special Education 17 (2): 86–95. https://doi.org/10.1177/088840649401700203.
- Allison, P. D. 2012. “Handling Missing Data by Maximum Likelihood.” Proceedings of the SAS Global Forum 2012 Conference. Cary, NC: SAS Institute.
- Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavior Change.” Psychological Review 84: 191–215. https://doi.org/10.1037/0033-295X.84.2.191. 2
- Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
- Bandura, A. 2006. “Guide for Constructing Self-Efficacy Scales.” In Self-Efficacy Beliefs of Adolescents. edited by F. Pajares and T. Urdan, 307–337. Adolescence and Education. Greenwich, CT: Information Age Publishing.
- Black, P., and D. Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice 5 (1): 7–74. doi:https://doi.org/10.1080/0969595980050102.
- Brookhart, S. M. 2011. “Educational Assessment Knowledge and Skills for Teachers.” Educational Measurement: Issues and Practice 30 (1): 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x.
- Christina, S. M., and B. Randel. 2010. “Research on Characteristics of Effective Professional Development Programs for Enhancing Educators’ Skills in Formative Assessment.” In Handbook of Formative Assessment, edited by H. L. Andrade and G. J. Cizek, 251–276. New York: Routledge.
- Cizek, G. J., H. L. Andrade, and R. E. Bennett. 2019. “Formative Assessment: History, Definition, and Progress.” In Handbook of Formative Assessment in the Disciplines, edited by H. L. Andrade, R. E. Bennett, and G. J. Cizek, 1–35. Boca Raton, FL: CRC Press.
- Festinger, L. 1957. A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press.
- Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38 (4): 915–945. https://doi.org/10.3102/00028312038004915.
- Gotch, C. M., and M. Cristen. 2019. “Teacher Outcomes from a Statewide Initiative to Build Assessment Literacy.” Studies in Educational Evaluation 62: 30–36. https://doi.org/10.1016/j.stueduc.2019.04.003.
- Guskey, T. R. 2002. “Professional Development and Teacher Change.” Teachers and Teaching 8 (3): 381–391. https://doi.org/10.1080/135406002100000512.
- Gwet, K. L. 2014. Handbook of Inter-Rater Reliability. 4th ed. Gaithersburg, MD: Advanced Analytics, LLC.
- Hadwin, A. F., and E. A. Webster. 2013. “Calibration in Goal Setting: Examining the Nature of Judgments of Confidence.” Learning and Instruction 24: 37–47. https://doi.org/10.1016/j.learninstruc.2012.10.001.
- Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77: 81–112. https://doi.org/10.3102/003465430298487. 1
- Hox, J. J. 2010. Multilevel Analysis: Techniques and Applications. Quantitative Methodology Series. 2nd ed. New York: Routledge.
- Korthagen, F. 2017. “Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0.” Teachers and Teaching 23: 387–405. doi:https://doi.org/10.1080/13540602.2016.1211523.
- Korthagen, F. A. J. 2010. “Situated Learning Theory and the Pedagogy of Teacher Education: Towards an Integrative View of Teacher Behavior and Teacher Learning.” Teaching and Teacher Education 26: 98–106. https://doi.org/10.1016/j.tate.2009.05.001. 1
- Kruger, J., and D. Dunning. 1999. “Unskilled and Unaware of It.” Journal of Personality and Social Psychology 77: 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121 6
- Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
- Nunnally, J. C., and I. H. Bernstein. 1994. Psychometric Theory. New York: McGraw-Hill.
- Pajares, F. 1996. “Self-Efficacy Beliefs in Academic Settings.” Review of Educational Research 66: 543–578. https://doi.org/10.3102/00346543066004543. 4
- Penuel, W. R., B. J. Fishman, R. Yamaguchi, and L. P. Gallagher. 2007. “What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation.” American Educational Research Journal 44 (4): 921–958. https://doi.org/10.3102/0002831207308221.
- Postholm, M. B. 2012. “Teachers’ Professional Development: A Theoretical Review.” Educational Research 54 (4): 405–429. https://doi.org/10.1080/00131881.2012.734725.
- Riggs, I. M., and L. G. Enochs. 1990. “Towards the Development of an Elementary Teacher’s Science Teaching Efficacy Belief Instrument.” Science Teacher Education 74: 625–637. doi:https://doi.org/10.1002/sce.3730740605.
- Ruys, I., V. K. Hilde, and A. Aelterman. 2011. “Student Teachers’ Skills in the Implementation of Collaborative Learning: A Multilevel Approach.” Teaching and Teacher Education 27 (7): 1090–1100. https://doi.org/10.1016/j.tate.2011.05.005.
- Shepard, L. A., W. R. Penuel, and J. W. Pellegrino. 2018. “Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment.” Educational Measurement: Issues and Practice 37 (1): 21–34. https://doi.org/10.1111/emip.12189.
- Snijders, T. A. B. 2005. “Power and Sample Size in Multilevel Modelling.” In Encyclopedia of Statistics in Behavioral Science, Volume 3, edited by B. S. Everitt and D. C. Howell, 1570–1573. New York: Wiley.
- Takahashi, S. 2011. “Co-Constructing Efficacy: A ‘Communities of Practice’ Perspective on Teachers’ Efficacy Beliefs.” Teaching and Teacher Education 27 (4): 732–741. https://doi.org/10.1016/j.tate.2010.12.002.
- Tschannen-Moran, M., and A. W. Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17: 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1. 7
- Webster-Wright, A. 2009. “Reframing Professional Development through Understanding Authentic Professional Learning.” Review of Educational Research 79 (2): 702–739. https://doi.org/10.3102/0034654308330970.
- Whitworth, B. A., and J. L. Chiu. 2015. “Professional Development and Teacher Change: The Missing Leadership Link.” Journal of Science Teacher Education 26 (2): 121–137. https://doi.org/10.1007/s10972-014-9411-2.
- Widaman, K. F. 2006. “III. Missing Data: What to Do with or without Them.” Monographs of the Society for Research in Child Development 71: 42–64. doi:https://doi.org/10.1111/j.1540-5834.2006.00404.x.
- Wylie, C., and C. Lyon. 2016. Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection and Practice (Revised). Princeton, NJ: Educational Testing Service.
- Wylie, E. C., and C. J. Lyon. 2017. “Supporting Teacher Assessment Literacy: A Proposed Sequence of Learning.” Teachers College Record. October 30. https://www.tcrecord.org/Content.asp?ContentId=22193.
- Xu, Y., and G. T. L. Brown. 2016. “Teacher Assessment Literacy in Practice: A Reconceptualization.” Teaching and Teacher Education 58 (August): 149–162. https://doi.org/10.1016/j.tate.2016.05.010.
- Zimmerman, B. J. 2000. “Self Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology 25: 82–91. https://doi.org/10.1006/ceps.1999.1016. 1