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Balancing Trust and Accountability? The Assessment for Learning Programme in Norway
16 references·4 citing·36 second hop
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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement4,581 cited
  • 2009Globalizing Education Policy2,047 cited
  • 2007Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.1,677 cited
  • 2003Assessment for Learning- putting it into practice1,586 cited
  • 2011Formative assessment: a critical review1,493 cited
  • 2011How Schools Do Policy. Policy Enactments in Secondary Schools999 cited
  • 2020A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education707 cited
  • 1991Politics and Policy Making in Education643 cited
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  • 2006The Nordic Model in Education: Education as part of the political system in the last 50 years484 cited
  • 2013Synergies for Better Learning473 cited
  • 2006How teachers engage with Assessment for Learning: lessons from the classroom394 cited
  • 2001Developing Formative Assessment in the Classroom: Using action research to explore and modify theory

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370 cited
  • 2009Assessment for Learning revisited: an Asia-Pacific perspective297 cited
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    • 2021Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing98 cited
    • 2014Trust: What it is and Why it Matters for Governance and Education95 cited
    • 2017Romania 201772 cited
    • 2015“I think the arts are as prominent as any subject”: A study of arts education in two Scandinavian schools12 cited