Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 9, 2005 - Issue 2
837
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Gender, assessment and students' literacy learning: implications for formative assessment

&
Pages 185-200 | Published online: 20 Dec 2006

References

  • Allal , L. and Mottier , Lopez L. 2005 . “ Formative Assessment of Learning: a review of publications in French ” . In Formative Assessment: improving learning in secondary classrooms , 242 – 264 . Paris : OECD Publishing .
  • Arnot , M. , Gray , J. , James , M. , Ruddock , J. and Duveen , G. 1998 . Recent Research on Gender and Educational Performance , London : Office for Standards in Education .
  • Bruner , J. S. 1996 . The Culture of Education , Cambridge, MA : Harvard University Press .
  • Daily Telegraph . February 1998 . Cissy English Lessons May Hinder Boys February , 4 11
  • Ecclestone , K. and Pryor , J. 2003 . Learning Careers or Assessment Careers?: the impact of assessment systems on learning . British Educational Research Journal , 29 : 471 – 489 .
  • Elwood , J. and Murphy , P. 2002 . Tests, Tiers and Achievement: gender and performance at 16 and 14 in England . European Journal of Education , 37 : 395 – 416 .
  • Frater , G. Improving Boys' Literacy: a survey of effective practice in secondary schools , London : Basic Skills Agency .
  • Gorard , S. The International Dimension: what can we learn from the PISA study? , Edited by: Claire , H. London : Association of Teachers and Lecturers .
  • Guardian Education . August 2000 . Clever Lad! August , 4 29
  • Hanson , A. F. 2000 . “ How Tests Create What They are Intended to Measure ” . In Assessmentsocial: social practice and social product , London : Routledge .
  • Independent . January 1998 . Classroom Rescue for Britain' Lost Boys January , 8 5
  • Ivinson , G. and Murphy , P. 2003 . Boys Don't Write Romance: the construction of knowledge and social gender identities in English classrooms . Pedagogy, Culture and Society , 11 : 89 – 111 .
  • Lave , J. 1988 . Cognition in Practice , Cambridge : Cambridge University Press .
  • Lave , J. and Wenger , E. 1991 . Situated Learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
  • Lloyd , B. and Duveen , G. 1992 . Gender Identities and Education: the impact of starting school , Hemel Hempstead : Harvester Wheatsheaf .
  • Looney , J. and Poskitt , J. 2005 . “ New Zealand: embedding formative assessment in multiple policy initiatives ” . In Formative Assessment: improving learning in secondary classrooms , 177 – 190 . Paris : OECD Publishing .
  • Millard , E. Differently Literate: boys, girls and the schooling of literacy , London : Falmer Press .
  • Murphy , P. and Elwood , J. 1998 . Gendered Experiences, Choices and Achievement – exploring the links . International Journal of Inclusive Education , 2 : 95 – 118 .
  • Murphy , P. and Ivinson , G. 2004 . “ Gender Differences in Educational Achievement: a sociocultural analysis ” . In Culture and Learning , Edited by: Olssen , M. Greenwich, CT : Information Age Publishing .
  • Nespor , J. Tangled up in School: politics, space, bodies and signs in the educational process , Mahwah : Lawrence Erlbaum Associates .
  • Office for standards in education & Equal Opportunities Commission . 1996 . The Gender Divide: performance differences between boys and girls at school , London : HMSO .
  • Organisation for economic co-operation and development . 2005 . Formative Assessment: improving learning in secondary classrooms , Paris : OECD Publishing .
  • Rogoff , B. 2001 . Apprenticeship in Thinking: cognitive development in social context , New York : Oxford University Press .
  • Rogoff , B. Problem-solving and Learning . keynote paper presented at International Conference on Communication . June . University of Strathclyde . 25–29
  • Sadler , D. R. 1989 . Formative Assessment and the Design of Instructional Systems . Instructional Science , 18 : 119 – 144 .
  • Stobart , G. , White , J. , Elwood , J. , Hayden , M. and Mason , K. 1992 . Differential Performance at 16+: English and mathematics. , London : School Examinations and Assessment Council .
  • Wenger , E. 1998 . Communities of Practice: learning, meaning, and identity , Cambridge : Cambridge University Press .
  • White , J. 1988 . The Assessment of Writing: pupils aged 11 and 15 , Windsor : NFER-Nelson .
  • Zittoun , T. , Duveen , G. , Gillespie , A. , Ivinson , G. and Psaltis , C. 2004 . The Use of Symbolic Resources in Developmental Transitions . Culture and Psychology , 9 : 415 – 448 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.