Mirror, mirror on the wall: identifying processes of classroom assessment

By P. Rea‐Dickins. 2001

174 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/48b37b284926390af429e11301b112e9e9f0ee41

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Citations in the corpus

Classroom-based assessment: Possibilities and pitfalls (2007, background): “This "emergent" view of classroom-based assessment where learner performance is analyzed in terms of learning goals and instructional processes rather than a finished product introduces an important interactional perspective into assessment, critical to effective formative classroom language assessm”
Language Assessment Literacy: Implications for Language Teachers (2018, background): “In Rea-Dickins (2001), there are four stages to language assessment in the classroom: planning, implementation, monitoring, and recording and dissemination.”
Developing a comprehensive, empirically based research framework for classroom-based assessment (2012, methodology): “In order to allow for these more intuitive forms of assessment, we have extended Rea-Dickins’ (2001) notion of the ‘assessment opportunity’ to include the following:”
Developing Formative Teacher Assessment: Knowledge, Practice, and Change (2004, background): “Rea-Dickins (2001), for instance, suggested that formative teacher assessment may be”
Understanding teachers as agents of assessment (2004, result): “…that emerge for the teachers in both this and the Davison study confirm previous findings (see, for example, Brindley, 2001; McNamara, 2001b; Rea-Dickins, 2001) that teachers find themselves at the confluence of different assessment cultures and faced with significant dilemmas in their…”
Teacher assessment: the concept of ‘diagnostic competence’ (2004, background): “First, theories concerning the relationship between assessment and instruction in language teaching have been developed (e.g., McNamara, 2001; Rea-Dickins, 2001; Lynch, 2003; also the central focus of several of the articles in this special issue).”
Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse (2004, background): “For a discussion on other issues of classroom-based teacher assessment in relation to assessment frameworks, curriculum content=environment and teacher strategies, see Rea-Dickins, 2001; Scarino, 2000; Arkoudis and O’Loughlin, this issue; Davison, this issue.”
The development of assessment for learning: learning from the case of science and mathematics (2004, background): “Further, peer-assessment helps learners to recognize each others’ strengths and sets up situations where they can help each other (e.g., Rea-Dickins, 2001).”