What teachers say and what students perceive – Interpretations of feedback in teacher-student assessment dialogues

References

• Black P, Wiliam D. Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability. 2009; 21(1): 5–31.
   Web of Science ®Google Scholar
• Black P, Wiliam D. Inside the Black Box. Phi Delta Kappan. 1998; 80(2): 139.
   Web of Science ®Google Scholar
• Brookhart S.M. Feedback That Fits. Educational Leadership. 2008; 65(4): 54–59.
   Web of Science ®Google Scholar
• Brophy J. Teacher Praise: A Functional Analysis. Review of Educational Research. 1981; 51(1): 5–32.
   Web of Science ®Google Scholar
• Creswell J.W. Qualitative inquiry & research design: Choosing among five approaches. 2007; Sage, Thousand Oaks, Calif.
   Google Scholar
• Day C. Developing teachers: The challenges of lifelong learning. 1999; Falmer Press, London.
   Google Scholar
• Engelsen K.S, Smith K. Assessing Assessment: Teachers’ Self-Assessment of Personal Assessment Practice. Assessing Assessment: Teachers’ Self-Assessment of Personal Assessment Practice. 2010a. April 2010.
   Google Scholar
• Engelsen K.S, Smith K, Andersen R, Aamotsbakken B. Vurdere egen vurderingspraksis - utvikling av læreres vurderingskompetanse in Læring og medvirkning. 2010b; Oslo: Universitetsforl.. 75–91.
   Google Scholar
• Gipps C. Socio-Cultural Aspects of Assessment. Review of Research in Education. 1999; 24: 355–392.
   Web of Science ®Google Scholar
• Gipps C, Tunstall P. Effort, Ability and the Teacher: Young Children's Explanations for Success and Failure. Oxford Review of Education. 1998; 24(2): 149–165.
   Web of Science ®Google Scholar
• Hammersley M, Atkinson P. Ethnography: Principles in practice. 2007; Routledge, London.
   Google Scholar
• Hargreaves E. Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education. 2005; 35(2): 213–224.
   Google Scholar
• Hattie J, Timperley H. The Power of Feedback. Review of Educational Research. 2007; 77(1): 81–112.
   Web of Science ®Google Scholar
• Haug P. Evaluering av Reform 97: sluttrapport frå styret for Program for evaluering av Reform 97. 2003; Norges forskningsråd, Oslo.
   Google Scholar
• Hughes J.N, Chen Q. Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology. 2011; 32(5): 278–287.
   PubMed Web of Science ®Google Scholar
• Klette K. Klasserommets praksisformer etter Reform 97. 2003; Pedagogisk forskningsinstitutt, Oslo.
   Google Scholar
• Korthagen F, Kessels J. Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher. 1999; 28(4): 4–17.
   Google Scholar
• Kvale S. Doing interviews. 2007; SAGE, London.
   Google Scholar
• Linell P. Approaching dialogue, talk, interaction and contexts in dialogical perspectives. 1998; John Benjamins publishing company.
   Google Scholar
• Peled-Elhanan N, Blum-Kulka S. Dialogue in the Israeli Classroom: Types of Teacher–Student Talk. Language and Education. 2006; 20(2): 110–127.
   Google Scholar
• Pollard A. Towards a Sociology of Learning in Primary Schools. British Journal of Sociology of Education, Sociology of Primary Education. 1990; 11(3): 241–256.
   Web of Science ®Google Scholar
• Rommetveit R. Språk, tanke og kommunikasjon: ei innføring i språkpsykologi og psykolingvistikk. 1972; Universitetsforl., Oslo.
   Google Scholar
• Rommetveit R. Språk, individuell psyke, og kulturelt kollektiv. 2008; Gyldendal akademisk, Oslo.
   Google Scholar
• Rommetveit R, Blakar R.M. On the architecture of intersubjectivity. Studies of Language, Thought and Communication. 1979; London: Academic Press. 93–107.
   Google Scholar
• Rommetveit R, Wold A.H. Outlines of a dialogically based social-cognitive approach to human cognition and communication. The Dialogic Alternative: Towards a Theory of Language and Mind. 1992; Oslo: Scandanavian University Press.
   Google Scholar
• Sadler D.R. Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice. 1998; 5(1): 77.
   Google Scholar
• Shute V.J. Focus on Formative Feedback. Review of Educational Research. 2008; 78(1): 153–189.
   Web of Science ®Google Scholar
• Silverman D. Doing qualitative research: A practical handbook, 3rd ed. 2010; Sage, Los Angeles, Calif.
   Google Scholar
• Stobart G. Developing and improving assessment instruments. 2004; Routledge.
   Google Scholar
• Sutton R.E, Harper E, Saha L.J, Dworkin A.G. Teachers’ Emotion Regulation. International Handbook of Research on Teachers and Teaching. 2009; Springer US. 389–401.
   Google Scholar
• Throndsen I. Lærernes tilbakemelding og elevenes motivasjon. Nordic Studies in Education. 2011; 3: 165–176.
   Google Scholar
• Timperley H.S, Parr J.M, Bertanees C. Promoting professional inquiry for improved outcomes for students in New Zealand. Professional Development in Education. 2009; 35(2): 227–245.
   Google Scholar
• Timperley H, Alton-Lee A. Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners. Review of Research in Education. 2008; 328–369. 32, What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum.
   Google Scholar
• Wiliam D. What is Assessment for Learning?. Studies in Educational Evaluation. 2011; 37(1): 3–14.
   Google Scholar
• Wiliam D. Formative Assessment: Getting the Focus Right. Educational Assessment. 2006; 11(3): 283–289.
   Google Scholar
• Vygotskij L.S, Cole M. Mind in society: The development of higher psychological processes. 1978; Harvard University Press, Cambridge, Mass.
   Google Scholar
• Vygotskij L.S, Kozulin A. Thought and language. 1986; MIT Press, Cambridge, Mass.
   Google Scholar
• Wu J, Hughes J.N, Kwok O. Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology. 2010; 48(5): 357–387.
   PubMed Web of Science ®Google Scholar