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Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies
Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies
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Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies

Antoniou, Panayiotis ; James, Mary

Educational assessment, evaluation and accountability, 2014-05, Vol.26 (2), p.153-176 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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2
What starts to happen to assessment when teachers learn about their children’s informal learning?
What starts to happen to assessment when teachers learn about their children’s informal learning?
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What starts to happen to assessment when teachers learn about their children’s informal learning?

Bourke, Roseanna ; O’Neill, John ; Loveridge, Judith

Australian educational researcher, 2018-03, Vol.45 (1), p.33-50 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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3
Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)
Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)
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Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)

Campbell, Conni ; Ayala, Carlos Cuauhtémoc ; Railsback, Gary ; Freking, Frederick W. ; McKenna, Corey ; Lausch, David

Teacher education quarterly (Claremont, Calif.), 2016-03, Vol.43 (2), p.51-71 [Periódico revisado por pares]

San Francisco: Caddo Gap Press

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4
The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses
The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses
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The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses

Chen, Qiuxian ; May, Lyn ; Klenowski, Val ; Kettle, Margaret

Assessment in education : principles, policy & practice, 2014-01, Vol.21 (3), p.271-285 [Periódico revisado por pares]

Abingdon: Routledge

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5
Technology Experiences of Student Interns in a One to One Mobile Program
Technology Experiences of Student Interns in a One to One Mobile Program
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Technology Experiences of Student Interns in a One to One Mobile Program

Cullen, Theresa A ; Karademir, Tugra

International journal of mobile and blended learning, 2018-04, Vol.10 (2), p.20-35 [Periódico revisado por pares]

Hershey: IGI Global

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6
Development and exemplification of a model for Teacher Assessment in Primary Science
Development and exemplification of a model for Teacher Assessment in Primary Science
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Development and exemplification of a model for Teacher Assessment in Primary Science

Davies, D. J. ; Earle, S. ; McMahon, K. ; Howe, A. ; Collier, C.

International journal of science education, 2017-09, Vol.39 (14), p.1869-1890 [Periódico revisado por pares]

London: Routledge

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7
The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction
The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction
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The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction

Deane, Paul ; Wilson, Joshua ; Zhang, Mo ; Li, Chen ; van Rijn, Peter ; Guo, Hongwen ; Roth, Amanda ; Winchester, Eowyn ; Richter, Theresa

International journal of artificial intelligence in education, 2021-03, Vol.31 (1), p.57-98 [Periódico revisado por pares]

New York: Springer New York

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8
Developing a comprehensive, empirically based research framework for classroom-based assessment
Developing a comprehensive, empirically based research framework for classroom-based assessment
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Developing a comprehensive, empirically based research framework for classroom-based assessment

Hill, Kathryn ; McNamara, Tim

Language testing, 2012-07, Vol.29 (3), p.395-420 [Periódico revisado por pares]

London, England: SAGE Publications

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9
Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers
Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers
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Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers

Kemp, Sandra ; Scaife, Jon

Journal of education for teaching : JET, 2012-04, Vol.38 (2), p.181-192 [Periódico revisado por pares]

Abingdon: Routledge

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10
Classroom-based assessment
Classroom-based assessment
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Classroom-based assessment

Lewkowicz, Jo ; Leung, Constant

Language teaching, 2021-01, Vol.54 (1), p.47-57 [Periódico revisado por pares]

Cambridge, UK: Cambridge University Press

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