Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?
References
- Askew, M., Brown, M., Rhodes, V., Wiliam, D., & Johnson, D. (1997). Effective Teachers of Numeracy: Report of a study carried out for the Teacher Training Agency. Report for University of London (London).
- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
- Bassey, M. (1999). Case Study Research in Educational Settings. Maidenhead: Open University Press.
- BERA (2018). Ethical Guidelines for Educational Research (4th ed.). Retrieved from: https://www.bera.ac.uk/ethical-guidelines-201
- Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. London: King’s College School of Education.
- Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
- Cowie, B. (2005). Pupil commentary on assessment for learning. Curriculum Journal, 16(2), 137–151
- Dam, L., Eriksson, R., Gabrielsen, G., Little, D. Miliander, J., & Trebbi, T. (1990). Autonomy-steps towards a definition. In T. Trebbi (Ed.), Third Nordic Workshop on Developing Autonomous Learning in the FL Classroom. Bergen: University of Bergen.
- Dweck, C.S., & Master, A. (2008). Self-Theories Motivate Self-Regulated Learning. In D.H. Schunk & B.J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research and Applications. New York: Lawrence Erlbaum Associates.
- Ecclestone, K. (2007). Commitment, compliance and comfort zones: the effects of formative assessment on vocational education students’ learning careers. Assessment in Education: Principles. Policy & Practices, 14(3), 315–333.
- Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education, 35(2), 213–224.
- Harris, L. & Brown, G. (2009). The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365–381.
- Hodgen, J., & Wiliam, D. (2006). Mathematics inside the black box: Asssessment for learning in the mathematics classroom. London: King’s College School of Education.
- James, M. (2007). Unlocking transformative practice within and beyond the classroom: Messages for practice and policy. In M. James, R. Mccormick, P. Black, P. Carmichael, M. Drummond, A. Fox, J. Macbeath, B. Marshall, D. Pedder, R. Procter, S. Swaffield, J. Swann, & D. Wiliam (Eds.), Improving Learning How to Learn: Classrooms, schools and networks. London: Routledge.
- Klenowski, V. (2009). Assessment for learning revisited: an Asia-Pacific perspective. Assessment in Education: Principles, Policy and Practice, 16(3), 263–268.
- Marshall, B., & Drummond, M.J. (2006). How teachers engage with Assessment for Learning: lessons for the classroom. Research Papers in Education, 21(2), 133–149.
- O’Shea, A. (2016). Exemplifying the Expert Primary Mathematics Classroom: The Case of Alex and Assessment for Learning. 13th International Congress on Mathematical Education. Hamburg, July 24th–31st: ICME.
- Perrenoud, P. (1998). From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5(1), 85–102.
- Pintrich, P.R., & Zusho, A. (2002). What Do I Need To Succeed? The Development Of Academic Self-Regulation: The Role Of Cognitive and Motivational Factors. In A. Wigfield & J. Accles (Eds.), Development of Achievement Motivation. California: Academic Press.
- Ryan R.M., & Deci, E.L. (2006) Self-regulation and the problem of human autonomy: does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557–1585.
- Saldaña, S. (2009). The Coding Manual for Qualitative Researchers. London: Sage.
- Sinclair, B., McGrath, I., & Lamb, T. (Eds.). (2000). Learner autonomy, teacher autonomy: Future directions. Harlow: Longman.
- Stiggins, R., & Chappuis J. (2005). Using Student-Involved Classroom Assessment to Close Achievement Gaps. Theory into Practice, 44(1), 11–18.
- Stobart, G. (2014). The Expert Learner: Challenging the Myth of Ability. Maidenhead: McGraw Hill Education, Open University Press.
- Swaffield, S. (2011). Getting to the heart of authentic Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433–449.
- Thompson, M. & Wiliam, D. (2007). Tight but loose: A conceptual framework for scaling up school reforms. Paper presented at a Symposium ‘Tight but loose: Scaling up teacher professional development in diverse contexts’ at the annual conference of the American Educational Research Association, Chicago, IL, City, April 9–11.
- Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3), 281–294.
- Wiliam, D. (2006) Formative Assessment: Getting the Focus Right. Educational Assessment, 11(3–4), 283–289.
- Willis, J. (2011). Affiliation, Autonomy and Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 18(4), 399–415.
- Yin, R.K. (2014). Case Study Research: Design and methods (5th ed.). Thousand Oaks, CA.: Sage.
DOI: https://doi.org/10.2478/poljes-2019-0005 | Journal eISSN: 2657-3628
Language: English
Page range: 64 - 78
Published on: Mar 31, 2020
Published by: University of Białystok
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Related subjects:
© 2020 Amanda O’Shea, published by University of Białystok
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.