Primary and secondary teachers’ conceptions of assessment: A qualitative study

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Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “Importantly, Remesal (2011) reminded us of the importance of context in understanding teachers’ beliefs about assessment.”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “…tuned variations on this simple continuum separate the formative functions into improved student learning and improved teaching (e.g. Brown, 2004; Remesal, 2011) and bifurcate the summative and evaluative functions of assessment by considering the certification and examination of students…”
Science formative assessment : 75 practical strategies for linking assessment, instruction, and learning (2011, unknown): “從 Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning 一書激盪教師多元評量策略林靜雯東華大學教育暨潛能開發學系暨科學教育研究所 jingwenlin@gms.ndhu.edu.tw 緒論十二年國教新課綱在學習評量方面，十分強調「多元」。評量的目的，由提供分數做為學生學習成就指標的總結性評量，改變至以多元方式提供協助學生學習和回饋教師修正教學的資訊，甚或協助學生自我察覺和修正學習的方法（國家教育研究院，…”