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Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: implications for assessment literacy
16 references·0 citing·45 second hop
Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: implications for assessment literacy (2010)Teacher beliefs about the cognitive diagn…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes (2007)Defining and Evaluating Model…Cognitive Diagnostic Assessment for Education (2007)Cognitive Diagnostic Assessme…Diagnostic Assessment With Ordered Multiple-Choice Items (2006)Diagnostic Assessment With Or…Teachers developing assessment for learning: impact on student achievement (2004)Teachers developing assessmen…The Role of Classroom Assessment in Teaching and Learning (2001)The Role of Classroom Assessm…Secondary Teachers' Classroom Assessment and Grading Practices (2001)Secondary Teachers' Classroom…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…A Theoretical Framework for the Role of Classroom Assessment in Motivating Student Effort and Achievement (1997)A Theoretical Framework for t…Variation, selection, and cognitive change. (1995)Variation, selection, and cog…An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement (1995)An Examination of the Relatio…Teachers' Grading: Practice and Theory (1994)Teachers' Grading: Practice a…A Framework for Developing Cognitively Diagnostic Assessments (1994)A Framework for Developing Co…Teachers' Grading Practices: Meaning and Values (1993)Teachers' Grading Practices: …Implications of cognitive psychology for educational measurement. (1989)Implications of cognitive psy…Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation (1988)Teacher efficacy, self-concep…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. 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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 1988Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation1,023 cited
  • 2004Teachers developing assessment for learning: impact on student achievement662 cited
  • 2007Cognitive Diagnostic Assessment for Education449 cited
  • 2001The Role of Classroom Assessment in Teaching and Learning380 cited
  • 1995Variation, selection, and cognitive change.319 cited
  • 1993Teachers' Grading Practices: Meaning and Values317 cited
  • 1989Implications of cognitive psychology for educational measurement.314 cited
  • 2006Diagnostic Assessment With Ordered Multiple-Choice Items285 cited
  • 2001Secondary Teachers' Classroom Assessment and Grading Practices263 cited
  • 1995An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement214 cited
  • 1994Teachers' Grading: Practice and Theory212 cited
  • 1997A Theoretical Framework for the Role of Classroom Assessment in Motivating Student Effort and Achievement196 cited
  • 2007Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes

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169 cited
  • 1994A Framework for Developing Cognitively Diagnostic Assessments149 cited
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