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Evaluating a large-scale implementation of Assessment for Learning in Sweden
16 references·2 citing·32 second hop
Evaluating a large-scale implementation of Assessment for Learning in Sweden (2014)Evaluating a large-scale implementation o…What is assessment for learning? (2011)What is assessment for learni…Formative assessment: a critical review (2011)Formative assessment: a criti…Visible learning: a synthesis of over 800 meta‐analyses relating to achievement (2009)Visible learning: a synthesis…Developing the theory of formative assessment (2009)Developing the theory of form…Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible Learning: A Synthesis…Focus on Formative Feedback (2008)Focus on Formative FeedbackThe Power of Feedback (2007)The Power of FeedbackSecond Handbook of Research on Mathematics Teaching and Learning. (2007)Second Handbook of Research o…Working inside the Black Box: Assessment for Learning in the Classroom (2004)Working inside the Black Box:…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Assessment for Learning- putting it into practice (2003)Assessment for Learning- putt…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Assessment and Classroom Learning (1998)Assessment and Classroom Lear…The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The effects of feedback inter…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Teachers activating learners: The effects of a student-centred feedback approach on writing achievement (2021)Teachers activating learners:…Eksamens mange roller i sertifisering, styring og støtte av læring og undervisning i norsk grunnopplæring (2018)Eksamens mange roller i serti…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Rethinking models of feedback for learning: the challenge of design (2012)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Conceptualizing Teacher Professional Learning (2011)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Inside the Black Box: Raising Standards through Classroom Assessment (2010)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Improving Students’ Learning With Effective Learning Techniques (2013)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)The development of student feedback literacy: enabling uptake of feedback (2018)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Motivational Beliefs, Values, and Goals (2002)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)
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References

  • 2007The Power of Feedback12,871 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 2008Focus on Formative Feedback4,623 cited
  • 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement4,581 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 2009Developing the theory of formative assessment3,292 cited
  • 2007Second Handbook of Research on Mathematics Teaching and Learning.3,091 cited
  • 2003Assessment for Learning- putting it into practice1,586 cited
  • 2011Formative assessment: a critical review1,493 cited
  • 2004Working inside the Black Box: Assessment for Learning in the Classroom1,323 cited

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  • 2011What is assessment for learning?1,281 cited
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    • 2021Teachers activating learners: The effects of a student-centred feedback approach on writing achievement69 cited
    • 2018Eksamens mange roller i sertifisering, styring og støtte av læring og undervisning i norsk grunnopplæring8 cited