Measurement and assessment in teaching (11th ed.). McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. Why we need research on classroom assessment. Commercialisation in public schooling (CIPS). Lingard, B., Sellar, S., Hogan, A., & Thompson, G. British Educational Research Journal, 40(1), 187–206. Reworking practice through an AfL project: An analysis of teachers’ collaborative engagement with new assessment guidelines. Recontextualising assessment resources for use in local settings: Opening up the black box of teachers’ knowledge work. Journal of Science Teacher Education, 27(7), 697–716. Science teachers’ representations of classroom practice in the process of formative assessment design. Review of Educational Research, 77(1), 81–112. Targeted teaching: How better use of data can improve student learning. Goss, P., Hunter, J., Romanes, D., & Parsonage, H. BMC Medical Research Methodology, 13(1), 117. Using the framework method for the analysis of qualitative data in multi-disciplinary health research. K., Heath, G., Cameron, E., Rashid, S., & Redwood, S. Washington, DC: National Commission on Teaching and Americas Future. STEM teachers in professional learning communities: From good teachers to great teaching. Middle Grades Research Journal, 5(3), 107–117.įulton, K., & Britton, T. Teachers’ classroom assessment practices. ![]() Teaching and Teacher Education, 21(4), 357–364. Yearbook of the National Society for the Study of Education, 103(2), 74–104. Designing assessments for instruction and accountability: An application of validity theory to assessing scientific inquiry. Journal of Teacher Education, 68(1), 85–101. Informed and uninformed naïve assessment constructors’ strategies for item selection. Teaching and Teacher Education, 71, 134–144. Changing approaches to classroom assessment: An empirical study across teacher career stages. Routledge.Ĭoombs, A., DeLuca, C., LaPointe-McEwan, D., & Chalas, A. Systematic classroom assessment: An approach for regulated learning and self-regulation. Paper presented at the National Council on Measurement in Education San Antonio, Texas.īonner, S., & Chen, P. Using learning theory and validity theory to improve classroom assessment research, design, and implementation. Validity in classroom assessments: Puposes, properties and principles. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. Amsterdam: Amsterdam University Press.īlack, P., & Wiliam, D. ![]() Doing qualitative research: The craft of naturalistic inquiry. Applied Measurement in Education, 21(4), 315–334. From formal embedded assessments to reflective lessons: The development of formative assessment studies. Melbourne: Australian Education Council.Īyala, C. Alice springs (Mparntwe) education declaration. Washington, DC: American Educational Research Association.Īustralian Education Council. Standards for educational and psychological testing. Īmerican Educational Research Association, American Psychological Association, & National Council of Measurement in Education. ![]() Designing their own: Increasing urban high school teacher capacity for creating interim assessments.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |