Assessment by Teachers and the Improvement of Students’ Learning

[1]  J. Butler,et al.  Pupil task involvement in secondary science classrooms , 1980 .

[2]  Subject-oriented test construction , 1980 .

[3]  Student engagement in science learning tasks , 1984 .

[4]  Richard J. Stiggins,et al.  THE ECOLOGY OF CLASSROOM ASSESSMENT , 1985 .

[5]  The Role of Assessment in the ‘Curriculum Cycle’: a survey of science department practice , 1986 .

[6]  Geoffrey N. Masters,et al.  A Sense of Direction in Criterion-Referenced Assessment. , 1986 .

[7]  Expanding school‐based assessment: issues, problems and future possibilities , 1986 .

[8]  D. Nuttall.  The validity of assessments , 1987 .

[9]  W. Popham.  Two-Plus Decades of Educational Objectives. , 1987 .

[10]  Andreé Dumas‐Carré,et al.  The stepping stones of learning and evaluation , 1987 .

[11]  Brenda Denvir,et al.  The feasibility of class administered diagnostic assessment in primary mathematics , 1987 .

[12]  H. C. Rudman.  Testing and Teaching: Two Sides of the Same Coin?. , 1987 .

[13]  Recent developments in assessment and examination procedures in Scotland , 1987 .

[14]  James H. Block,et al.  Building Effective Mastery Learning Schools , 1988 .

[15]  T. Crooks.  The Impact of Classroom Evaluation Practices on Students , 1988 .

[16]  Kenneth Tobin,et al.  Active teaching for higher cognitive learning in science , 1988 .

[17]  K. Tobin.  Target student involvement in high school science , 1988 .

[18]  Kenneth Tobin,et al.  Alternative perspectives of effective science teaching , 1988 .

[19]  F. Reif,et al.  Facilitation of Scientific Concept Learning by Interpretation Procedures and Diagnosis , 1988 .

[20]  George Antonouris,et al.  Science Education Notes. , 1989 .

[21]  Target students in year 8 science classrooms: A comparison with and extension of existing research , 1989 .

[22]  A. Tiberghien,et al.  Goals in physics and chemistry education as seen by teachers and high school students , 1989 .

[23]  Developing achievement-based assessment using grade related criteria , 1989 .

[24]  J. R. L. Swain.  The development of a framework for the assessment of process skills in a Graded Assessments in Science Project , 1989 .

[25]  Evaluating and Reporting Student Achievements in Australia. , 1989 .

[26]  Robert D. Hoge,et al.  Association Teacher-Based Judgments of Academic Achievement : A Review of Literature , 2008 .

[27]  C. Conner.  Assessment And Testing In The Primary School , 1990 .

[28]  Chen-Lin C. Kulik,et al.  Effectiveness of Mastery Learning Programs: A Meta-Analysis , 1990 .

[29]  Pinchas Tamir,et al.  Justifying the selection of answers in multiple choice items , 1990 .

[30]  Frances P Lawrenz,et al.  Science teaching techniques associated with higher‐order thinking skills , 1990 .

[31]  Deborah J. Trumbull,et al.  Learning to ask, listen, and analyse: using structured interviewing assignments to develop reflection in preservice science teachers , 1991 .

[32]  David Scott.  Issues and themes: coursework and coursework assessment in the GCSE , 1991 .

[33]  E. Wragg,et al.  A longitudinal study of primary teachers’ perceived competence in, and concerns about, National Curriculum implementation , 1991 .

[34]  W. L. Yarroch.  The implications of content versus item validity on science tests , 1991 .

[35]  Issues in SAT Development and the Practice of Teacher Assessment , 1991 .

[36]  L. Resnick,et al.  Assessing the Thinking Curriculum: New Tools for Educational Reform , 1992 .

[37]  Susan R. Goldman,et al.  Evaluation of Procedure-Based Scoring for Hands-On Science Assessment , 1992 .

[38]  P. Moss.  Shifting Conceptions of Validity in Educational Measurement: Implications for Performance Assessment , 1992 .

[39]  P. Broadfoot,et al.  Assessment and the improvement of education , 1992 .

[40]  J. Pellegrino.  Commentary: Understanding What We Measure and Measuring What We Understand , 1992 .

[41]  Ann L. Brown,et al.  Interactive Learning Environments: A New Look at Assessment and Instruction , 1992 .

[42]  Howard Gardner,et al.  Assessment in Context: The Alternative to Standardized Testing , 1992 .

[43]  Developing assessment for the national curriculum , 1993 .

[44]  Assessment policy and public confidence: comments on the BERA Policy Task Group's article ‘Assessment and the improvement of education’ , 1993 .

[45]  R. Shavelson,et al.  Sampling Variability of Performance Assessments. , 1993 .

[46]  Harry Torrance,et al.  Assessment and Testing: A Survey of Research , 1993 .

[47]  M. Brown,et al.  Teacher assessment at Key Stage One , 1993 .

[48]  P. Black.  Formative and Summative Assessment by Teachers , 1993 .

[49]  Paul Black,et al.  Performance Assessment and Accountability: The Experience in England and Wales , 1994 .

[50]  Patricia Murphy,et al.  A fair test? Assessment, achievement and equity. , 1994 .

[51]  C. Gipps.  Beyond Testing: Towards a Theory of Educational Assessment , 1994 .

[52]  R. Stiggins.  Student-centered classroom assessment , 1994 .

[53]  P. Black.  1987 to 1995 — The Struggle to Formulate a National Curriculum for Science in England and Wales , 1995 .

[54]  R. Daugherty.  National Curriculum Assessment: A Review Of Policy 1987-1994 , 1995 .

[55]  Teachers Judging Standards in Senior Science Subjects: Fifteen Years of the Queensland Experiment , 1995 .

[56]  P. Black,et al.  Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment? , 1996 .