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Assessment from a disciplinary approach: design and implementation in three undergraduate programmes
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes
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Assessment from a disciplinary approach: design and implementation in three undergraduate programmes

Fernández-Ruiz, Javier ; Panadero, Ernesto ; García-Pérez, Daniel

Assessment in education : principles, policy & practice, 2021-11, Vol.28 (5-6), p.703-723 [Periódico revisado por pares]

Abingdon: Routledge

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Analytic or holistic? A study about how to increase the agreement in teachers' grading
Analytic or holistic? A study about how to increase the agreement in teachers' grading
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Analytic or holistic? A study about how to increase the agreement in teachers' grading

Jönsson, Anders ; Balan, Andreia ; Hartell, Eva

Assessment in education : principles, policy & practice, 2021, Vol.28 (3), p.212-227 [Periódico revisado por pares]

Abingdon: Routledge

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3
Evidence-informed practice in assessment: forging the nexus between research, policy & practice
Evidence-informed practice in assessment: forging the nexus between research, policy & practice
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Evidence-informed practice in assessment: forging the nexus between research, policy & practice

Davari-Torshizi, Mehdi

Assessment in education : principles, policy & practice, 2020-09, Vol.27 (5), p.544-561 [Periódico revisado por pares]

Abingdon: Routledge

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4
Irish post-primary teachers' conceptions of assessment at a time of curriculum and assessment reform
Irish post-primary teachers' conceptions of assessment at a time of curriculum and assessment reform
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Irish post-primary teachers' conceptions of assessment at a time of curriculum and assessment reform

Darmody, Marie ; Lysaght, Zita ; O'Leary, Michael

Assessment in education : principles, policy & practice, 2020-09, Vol.27 (5), p.501-521 [Periódico revisado por pares]

Abingdon: Routledge

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5
Multimodal composition and assessment: a sociocultural perspective
Multimodal composition and assessment: a sociocultural perspective
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Multimodal composition and assessment: a sociocultural perspective

Silseth, Kenneth ; Gilje, Øystein

Assessment in education : principles, policy & practice, 2019-01, Vol.26 (1), p.26-42 [Periódico revisado por pares]

Abingdon: Routledge

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6
Classroom assessment and pedagogy
Classroom assessment and pedagogy
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Classroom assessment and pedagogy

Black, Paul ; Wiliam, Dylan

Assessment in education : principles, policy & practice, 2018-11, Vol.25 (6), p.551-575 [Periódico revisado por pares]

Abingdon: Routledge

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7
The impact of school-based assessment for qualifications on teachers' conceptions of assessment
The impact of school-based assessment for qualifications on teachers' conceptions of assessment
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The impact of school-based assessment for qualifications on teachers' conceptions of assessment

Yates, Anne ; Johnston, Michael

Assessment in education : principles, policy & practice, 2018-11, Vol.25 (6), p.638-654 [Periódico revisado por pares]

Abingdon: Routledge

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8
Teacher evaluation as a wicked policy problem
Teacher evaluation as a wicked policy problem
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Teacher evaluation as a wicked policy problem

Lillejord, Sølvi ; Elstad, Eyvind ; Kavli, Håkon

Assessment in education : principles, policy & practice, 2018-05, Vol.25 (3), p.291-309 [Periódico revisado por pares]

Abingdon: Routledge

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9
The development of assessment policy in Ireland: a story of junior cycle reform
The development of assessment policy in Ireland: a story of junior cycle reform
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The development of assessment policy in Ireland: a story of junior cycle reform

MacPhail, Ann ; Halbert, John ; O'Neill, Hal

Assessment in education : principles, policy & practice, 2018-05, Vol.25 (3), p.310-326 [Periódico revisado por pares]

Abingdon: Routledge

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10
Professional controversies between teachers about their summative assessment practices: a tool for building assessment capacity
Professional controversies between teachers about their summative assessment practices: a tool for building assessment capacity
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Professional controversies between teachers about their summative assessment practices: a tool for building assessment capacity

Mottier Lopez, Lucie ; Pasquini, Raphaël

Assessment in education : principles, policy & practice, 2017-04, Vol.24 (2), p.228-249 [Periódico revisado por pares]

Abingdon: Routledge

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