Assessment of Learning
By Tina Isaacs, C. Zara, G. Herbert, Steven Coombs, Charles Smith. 2013
290 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/6a0ecfe6e662a5d2062c5e0014a47c8cb0b5ee53
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In Developmental and Educational Psychology
Citations in the corpus
- A scholarly approach to solving the feedback dilemma in practice (2016, background): “Indeed, many authorities only regard feedback as functioning as ‘feedback’ if it does enable the gap between a learner’s assessed performance and the learning goal to be bridged (Evans 2013; Wiliam 2011).”
- Keeping It Complex (2013, background): “…involves building mathematical and social relationships in which it is possible to continuously assess and adapt teaching to what students know and are able to do (Black & Wiliam, 1998a, 1998b, 2012; Moss, Pullin, Gee, Haertel, & Young, 2008; Wehlage, Newmann, & Secada, 1996; Wiliam, 2011a, 2011b).”
- Assessment Literacy Overlooked: A Teacher Educator's Confession (2011, background): “In a recent review of relevant research regarding teachers' use of the formative-assessment process, Wiliam (2011) concluded that: “There is now a strong body of theoretical and empirical work that suggests that integrating assessment with instruction may well have unprecedented power to increase ”
- Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015, background): “In flexible assessment the focus is on formative assessment and aspects such as self-and peer assessment become increasingly more important (William, 2011).”
- The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “…for enhancing the psychometric properties of performance assessments, but also for supporting in the process of formative assessment, where assessment information is used to inform students about their progress and aid them in their development (Black & Wiliam, 2009; Wiliam, 2011).”
- Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “Assessment for learning involves actively engaging teacher candidates in formative assessment processes (including self-, peer-, and instructor-based assessments), throughout learning, with the goal of providing them with a positive and authentic experience of assessment (James & Pedder, 2006; Wilia”
- Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “…away from assessment of learning (summative assessment), not only towards assessment for learning (formative assessment), but also assessment as learning where the assessment process becomes part of learning of skills and students reflect on and assess their own learning (Dann 2014; Wiliam 2011).”