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Assessment
Hattie, J, (1999) Influences on Student Learning, Auckland University.
Dixon, H, Williams, R, (2003) Teachers' Understanding and Use of Formative Assessment in Literacy Learning.
Absolum, M., Flockton, L., Hattie, J., Hipkins R., Reid, I., (2009) Directions for Assessment in New Zealand (DANZ), Ministry of Education.
Absolum, M. (2006). Clarity in the Classroom: Using Formative Assessment. Auckland: Hodder Education.
Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009). Directions for Assessment in New Zealand.
Andrews, J. (2004). Asking genuine questions about formative assessment. Language Testing, 21(3), 432-435.
Approaches to assessment that enhance learning. (2009). Assessment & Evaluation in Higher Education, 34(2), 253-253.
Ayala, C. C., Shavelson, R. J., Araceli Ruiz-Primo, M., Brandon, P. R., Yue, Y., Furtak, E. M., et al. (2008). From Formal Embedded Assessments to Reflective Lessons: The Development of Formative Assessment Studies. Applied Measurement in Education, 21(4), 315-334.
Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education, 5(1), 103.
Black, P. (2005a). Formative assessment: views through different lenses. Curriculum Journal, pp. 133-135.
Black, P. (2005b). Formative assessment: views through different lenses. Curriculum Journal, 16(2), 133 - 135.
Black, P., Harrison, C., Lee, C., Bethan, M., & Dylan, W. (2003). Assessment for Learning: Putting it into Practice. Maidenhead, Berks, UK: Open University Press.
Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners. Language Learning Journal, 34(1), 4-9.
Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7.
Black, P., & Wiliam, D. (1998b). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-149.
Black, P., & Wiliam, D. (2005a). Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices. Curriculum Journal, 16(2), 249-261.
Black, P., & Wiliam, D. (2005b). Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices. Curriculum Journal, 16(2), 249 - 261.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5-31.
Blanchard, J. (2008). Learning awareness: constructing formative assessment in the classroom, in the school and across schools. Curriculum Journal, 19(3), 137-150.
Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3.
Boston, C. (2002). The Concept of Formative Assessment. Practical Assessment, Research & Evaluation, 8, 1-1.
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (1999). Assessment for Learning: Beyond the Black Box. Cambridge, UK: Assessment Reform Group, University of Cambridge School of Education.
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for Learning: 10 Principles: Assessment Reform Group, University of Cambridge School of Education.
Brookhart, S., Moss, C., & Long, B. (2008). Formative Assessment That Empowers. Educational Leadership, 66(3), 52-57.
Brown, G. T. L., & Hirschfeld, G. H. F. (2008). Students' conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
Carr, M., McGee, C., Jones, A., McKinley, E., Bell, B., Barr, H., et al. (2000). Strategic Research Initiative: The effects of Curricula and Assessment on Pedagogical Approaches and on Educational Outcomes. Wellington, New Zealand: Ministry of Education.
Chappuis, J. (2005). Helping Students Understand Assessment. Educational Leadership, 63(3), 39-43.
Chappuis, S. (2005). Is Formative Assessment Losing Its Meaning? Education Week, 24(44), 38-38.
Chappuis, S., & Chappuis, J. (2007). The Best Value in Formative Assessment. Educational Leadership, 65(4), 14-18.
Clark, I. (2008). Assessment is for Learning: Formative Assessment and Positive Learning Interactions. Florida Journal of Educational Administration & Policy, 2(1), 1-16.
Clarke, S., Timperley, H., Hattie, J., & Murphy, D. (2003). Unlocking Formative Assessment. New Zealand Principals' Federation Magazine, 1-1.
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3.
Cowie, B. (2005). Pupil commentary on assessment for learning. Curriculum Journal, 16(2), 137 - 151.
Crooks, T. J. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational Research, 58(4), 438.
Crooks, T. J. (2007). Principles for Intelligent Accountability, With Illustrations from Education: University of Otago, NZ.
Crossouard, B. (2009). A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey. Research Papers in Education, 24(1), 77-93.
Daugherty, R., Developing classroom assessments. (2007). American Teacher, 92(4), 7-7.
Dwyer, C. A. (1998). Assessment and classroom learning: Theory and practice. Assessment in Education, 5(1), 131.
Dylan, W. (2000). Education: The meanings and consequences of educational assessments. Critical Quarterly, 42(1), 105-127.
Earl, L., & Katz, S. (2008). Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self-Regulation. In S. Swaffield (Ed.), Unlocking Assessment: Understanding for Reflection and Application. New York Routledge.
Ecclestone, K. (2006). Making formative assessment work. Adults Learning, 18(4), 12-13.
Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1.
Excite, empower students with formative assessment. (cover story). (2005). What Works in Teaching & Learning, 37(11), 1-10.
Fleer, M. (1999). The Science of Technology: Young Children Working Technologically. International Journal of Technology and Design Education, 9(3), 269-291.
Formative Assessment: Improving Learning in Secondary Classrooms. (2005). Future Survey (Vol. 27, pp. 21-22): World Future Society
Gorlewski, J. (2008). Research for the Classroom. English Journal, 98(2), 94-97.
Green, S., & Oates, T. (2009). Considering alternatives to national assessment arrangements in England: possibilities and opportunities. Educational Research, 51(2), 229-245.
Harlen, W. (2005). Teachers' summative practices and assessment for learning tensions and synergies. Curriculum Journal, 16(2), 207 - 223.
Harlen, W. (2006). Perceptions and purpose of assessment in education. Education in Science(217), 20-21.
Harlen, W. (2009). Assessment for learning: research that is convincing (Part 1). Education in Science(231), 30-31.
Harlen, W., & Crick, R. D. (2003). Testing and Motivation for Learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169 - 207.
Hattie, J., & Jaeger, R. (1998). Assessment and classroom learning: A deductive approach. Assessment in Education, 5(1), 111.
Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do? Phi Delta Kappan, 89(2), 140-145.
Heritage, M. (2009). Using Self-Assessment to Chart Students' Paths. Middle School Journal, 40(5), 27-30.
Heritage, M., & Bailey, A. L. (2006). Assessing to Teach: An Introduction. Educational Assessment, 11(3/4), 145-148.
Hodgen, J., & Marshall, B. (2005). Assessment for learning in English and mathematics: a comparison. Curriculum Journal, 16(2), 153 - 176.
Hunt, E., & Pellegrino, J. W. (2002). Issues, Examples, and Challenges in Formative Assessment. New Directions for Teaching & Learning(89), 73.
Hutchinson, C., & Hayward, L. (2005). The journey so far: assessment for learning in Scotland. Curriculum Journal, 16(2), 225 - 248.
Jones, A., & Moreland, J. (2005a). The Importance of Pedagogical Content Knowledge in Assessment for Learning Practices: A Case-study of a Whole-school Approach. The Curriculum Journal, 16(2), 193-206.
Jones, A., & Moreland, J. (2005b). The importance of pedagogical content knowledge in assessment for learning practices: a case-study of a whole-school approach. Curriculum Journal, 16(2), 193 - 206.
Kaftan, J. M., Buck, G. A., & Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-49.
Leahy, S., Lyon, C., Thompson, M., & Dylan, W. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership, 63(3), 19-24.
Linn, R. L. (2000). Assessments and Accountability. Educational Researcher, 29(2), 4-16.
Marsh, C. J. (2007). A critical analysis of the use of formative assessment in schools. Educational Research for Policy & Practice, 6(1), 25-29.
Miller, D., & Lavin, F. (2007). 'But now I feel I want to give it a try': formative assessment, self-esteem and a sense of competence. Curriculum Journal, 18(1), 3-25.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
O'Brien, M. (2008). Formative Assessment. Connect Magazine, 21(3), 1-4.
Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education, 5(1), 85.
Popham, W. J. (2008). TransFormative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Popham, W. J. (2009). A Process - Not a Test. Educational Leadership, 66(7), 85-86.
Position Paper on Assessment for Learning. (2009). Paper presented at the Third International Conference on Assessment for Learning, Dunedin, New Zealand.
Sadler, D. R. (1987). Specifying and Promulgating Achievement Standards. Oxford Review of Education, 13(2), 191-209.
Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18(2), 119-144.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77.
Sadler, R. (2000). A Bird's Eye View of Assessment in Schools. Paper presented at the National Assessment Regional Seminar, Christchurch, New Zealand.
Sato, M., Coffey, J., & Moorthy, S. (2005). Two teachers making assessment for learning their own. Curriculum Journal, 16(2), 177 - 191.
Sebatane, E. M. (1998). Assessment and classroom learning: A response to Black & Wiliam. Assessment in Education, 5(1), 123.
Shavelson, R. J. (2006). On the Integration of Formative Assessment in Teaching and Learning with Implications for Teacher Education. Palo Alto, CA: Stanford Educational Assessment Laboratory and the University of Hawaii Curriculum Research and Development Group.
Sloan, W. M. (2008). How to Give Effective Feedback to Your Students, Education Update (Vol. 50, pp. 6-7): Association for Supervision & Curriculum Development.
Spavold, Z. (2005). Using formative assessment to raise pupil motivation: a small classroom-based study. School Science Review, 86(317), 119-123.
Starkman, N. (2006). Building a Better Student. T H E Journal, 33(14), 41-46.
Steinberg, C. (2008). Assessment as an "emotional practice. English Teaching: Practice & Critique, 7(3), 42-64.
Stiggins, R., & DuFour, R. (2009). Maximizing the Power of Formative Assessments. Phi Delta Kappan, 90(9), 640-644.
Sutton, R. (1995). Assessment for Learning. Salford, UK: RS Publications.
Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192.
Torrance, H., & Pryor, J. (2001). Developing Formative Assessment in the Classroom: using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.
Use formative assessments to check students' understanding, weed out misconceptions. (2007, 2007/05//). Paper presented at the What Works in Teaching & Learning.
Webb, M., & Jones, J. (2009). Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice, 16(2), 165 - 184.
Wiliam, D. (2006). Formative Assessment: Getting the Focus Right. Educational Assessment, 11(3/4), 283-289.
Wiliam, D. (2007a). Changing Classroom Practice. Educational Leadership, 65(4), 36-42.
Wiliam, D. (2007b). Content Then Process: Teacher Learning Communities in the Service of Formative Assessment. In D. B. Reeves (Ed.), Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree.
Wiliam, D. (2008). CHAPTER 1: Improving Learning in Science With Formative Assessment. In Assessing Science Learning: Perspectives From Research & Practice (pp. 1-20): National Science Teachers Association.
Wiliam, D., & Black, P. (1996). Meanings and Consequences: A Basis for Distinguishing Formative and Summative Functions of Assessment? British Educational Research Journal, 22(5), 537-548.
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65.