Conceptualizing pre‐emptive formative assessment
暂无分享,去创建一个
[1] Royce Sadler,et al. Ah!...So that's 'quality' , 2002 .
[2] J. Biggs. Assessment and Classroom Learning: a role for summative assessment? , 1998 .
[3] P. Black,et al. Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment? , 1996 .
[4] Clare Lee,et al. Assessment for Learning- putting it into practice , 2003 .
[5] P. Black,et al. Redefining assessment? The first ten years of assessment in education , 2004 .
[6] M. James,et al. Assessment and Learning: differences and relationships between formative and summative assessment , 1997 .
[7] D. Carless,et al. Peer feedback: the learning element of peer assessment , 2006 .
[8] Bronwen Cowie,et al. A Model of Formative Assessment in Science Education , 1999 .
[9] Mantz Yorke. Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice , 2003 .
[10] Mantz Yorke,et al. Assessment Learning and Employability , 2003 .
[11] Peter L. Schwartz,et al. Assessment : case studies, experience and practice from higher education , 2002 .
[12] Paul Black,et al. Testing: Friend or Foe?: Theory and Practice of Assessment and Testing , 1997 .
[13] Michal Zellermayer,et al. The study of teachers' written feedback to students' writing: changes in theoretical considerations and the expansion of research contexts , 1989 .
[14] P. Black,et al. Assessment and Classroom Learning , 1998 .
[15] J. Pryor,et al. Developing Formative Assessment in the Classroom: Using action research to explore and modify theory , 2001 .
[16] Bronwen Cowie. Pupil commentary on assessment for learning , 2005 .
[17] J. Gardner. Assessment and learning , 2006 .
[18] D. Sadler. Formative assessment and the design of instructional systems , 1989 .
[19] Barbara Crossouard,et al. A socio‐cultural theorisation of formative assessment , 2008 .
[20] M. Weaver,et al. Do students value feedback? Student perceptions of tutors’ written responses , 2006 .
[21] Mary Simpson,et al. Why criterion‐referenced assessment is unlikely to improve learning , 1990 .
[22] L. Shulman. Knowledge and Teaching: Foundations of the New Reform , 1987 .
[23] C. Miller,et al. Up to the Mark: A Study of the Examination Game. , 1974 .
[24] M. Linn,et al. Beyond Fourth-Grade Science: Why Do U.S. and Japanese Students Diverge? , 2000 .
[25] Y. Mavrommatis,et al. Understanding Assessment in the Classroom: phases of the assessment process — the assessment episode , 1997 .
[26] J. Sebba. Policy and practice in assessment for learning: the experience of selected OECD countries , 2006 .
[27] Shirley Clarke. Getting it right – distance marking as accessible and effective feedback in the primary classroom , 2004 .
[28] P. Winne,et al. Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .
[29] R. Butler. ENHANCING AND UNDERMINING INTRINSIC MOTIVATION: THE EFFECTS OF TASK‐INVOLVING AND EGO‐INVOLVING EVALUATION ON INTEREST AND PERFORMANCE , 1988 .
[30] Bronwen Cowie,et al. The Characteristics of Formative Assessment in Science Education. , 2001 .
[31] Truus Dekker,et al. Scaling up strategies for change: change in formative assessment practices , 2005 .
[32] S. Gorard,et al. 'They don't give us our marks': The role of formative feedback in student progress , 2005 .
[33] Wynne Harlen,et al. Teachers' summative practices and assessment for learning – tensions and synergies , 2005 .
[34] David Lines,et al. Understanding Assessment: Purposes, Perceptions, Practice , 2001 .
[35] R. Linn. Assessments and Accountability , 2000 .
[36] N. Purdie,et al. Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis , 1996 .
[37] David Boud,et al. The Impact of Self-assessment on Achievement: The effects of self-assessment training on performance in external examinations , 2003 .
[38] D. Boud. Assessment and learning: contradictory or complementary? , 1995 .
[39] P. Black,et al. 'In praise of educational research': formative assessment , 2003 .
[40] J. Pryor,et al. Assessment in Ghana and England: putting reform to the test of practice , 1998 .
[41] R. Glaser,et al. Knowing What Students Know: The Science and Design of Educational Assessment , 2001 .
[42] D. Sime,et al. Formative assessment for all: a whole-school approach to pedagogic change , 2005 .
[43] David Carless,et al. Prospects for the implementation of assessment for learning , 2005 .
[44] Paul Black,et al. The Formative Purpose: Assessment Must First Promote Learning , 2004, Teachers College Record: The Voice of Scholarship in Education.
[45] Richard J. Stiggins,et al. The Unfulfilled Promise of Classroom Assessment , 2005 .
[46] G. Gibbs,et al. Conditions Under Which Assessment Supports Students’ Learning , 2005 .
[47] Philippe Perrenoud,et al. From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field , 1998 .
[48] Chris Rust,et al. Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes , 2003 .
[49] D. Carless. Differing perceptions in the feedback process , 2006 .
[50] Mehmet Aydeniz,et al. Formative Assessment: Improving Learning in Secondary Classrooms , 2009 .
[51] M. Boulet,et al. Formative Evaluation Effects on Learning Music , 1990 .
[52] H. Becker,et al. Making the Grade: The Academic Side of College Life , 1995 .
[53] David Boud,et al. Enhancing learning through self assessment , 1995 .
[54] Lorrie A. Shepard,et al. Linking Formative Assessment to Scaffolding , 2005 .
[55] Maddalena Taras,et al. Do unto others or not: equity in feedback for undergraduates , 2006 .
[56] K. Bentley. Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond , 2003 .
[57] P. Black. Formative and Summative Assessment by Teachers , 1993 .
[58] B. Fraser. Identifying the Salient Facets of a Model of Student Learning: A Synthesis of Meta Analyses. , 1987 .
[59] Bronwen Cowie,et al. Formative assessment and science education , 2000 .