Classroom Assessment Practices and Teachers' Self-Perceived Assessment Skills

By Zhicheng Zhang, J. Burry-Stock. 2003

227 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f7647ded6309f8a0a34c2a5c6514c43cec42276d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. M. Van der Kleij

In Education

1. F. M. Van der Kleij
2. Joy Cumming
3. A. Looney
4. Karen H. Harris

Citations in the corpus

• Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “…language background, disability, or range of achievement levels within classrooms, such as ‘Establishing student expectations for determining grades for special education students’ (Zhang & Burry-Stock, 2003, p. 342) and ‘Accommodating assessment for ESL students’ (DeLuca & Klinger, 2010, p. 432).”
• A Systematic Review of Assessment Literacy Measures (2014, unknown): “Four self-report measures met the criterion to support individual-level decisions (Alkharusi, Kazem, & Al-Musawai, 2010; Koloi-Keaikitse, 2012; O’Sullivan & Johnson, 1993; Zhang & Burry-Stock, 2003), as did one rubric (McMorris & Boothroyd, 1993).”