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The missing disciplinary substance of formative assessment
16 references·16 citing·41 second hopsampled
The missing disciplinary substance of formative assessment (2011)The missing disciplinary substance of for…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…Inside the Black Box: Raising Standards through Classroom Assessment (2010)Inside the Black Box: Raising…Content Knowledge for Teaching (2008)Content Knowledge for TeachingThe Power of Feedback (2007)The Power of FeedbackAssessment for Learning- putting it into practice (2003)Assessment for Learning- putt…The Role of Assessment in a Learning Culture (2000)The Role of Assessment in a L…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…Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Misconceptions Reconceived: A…Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…Talking science: language, learning, and values (1991)Talking science: language, le…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Motivational processes affecting learning. (1986)Motivational processes affect…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Learning Lessons: Social Organization in the Classroom (1979)Learning Lessons: Social Orga…Frame Analysis: An Essay on the Organization of Experience. (1975)Frame Analysis: An Essay on t…Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning (2019)Designing Knowledge‐In‐Use As…‘Models of’ versus ‘Models for’ (2017)‘Models of’ versus ‘Models fo…Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016)Teachers’ formative assessmen…Rigor in Elementary Science Students’ Discourse: The Role of Responsiveness and Supportive Conditions for Talk (2016)Rigor in Elementary Science S…Rigor and Responsiveness in Classroom Activity (2016)Rigor and Responsiveness in C…Learning to Feel Like a Scientist (2016)Learning to Feel Like a Scien…The Changing Nature of Educational Assessment (2015)The Changing Nature of Educat…Engaging in Science: A Feeling for the Discipline (2015)Engaging in Science: A Feelin…An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015)An Exploratory Study of the I…Exploring the influence of learning progressions in two teacher communities (2014)Exploring the influence of le…Developing a Theory of Ambitious Early-Career Teacher Practice (2013)Developing a Theory of Ambiti…Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012)Understanding the co‐construc…Responsive teaching and the beginnings of energy in a third grade classroom (2012)Responsive teaching and the b…Practical work: Its effectiveness in primary and secondary schools in England (2012)Practical work: Its effective…Linking a learning progression for natural selection to teachers' enactment of formative assessment (2012)Linking a learning progressio…A learning progression for water in socio‐ecological systems (2012)A learning progression for wa…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Principles of Behavior (1944)Pygmalion in the classroom (1968)Attention and Self-Regulation : A Control-Theory Approach to Human Behavior (1981)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)A social-cognitive approach to motivation and personality. (1988)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Manuscript Preparation (1997)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Conceptualizing Teacher Professional Learning (2011)Formative assessment: a critical review (2011)Taking science to school: learning and teaching science in grades K-8 (2008)Developing the theory of formative assessment (2009)The New Meaning of Educational Change (2010)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)The development of student feedback literacy: enabling uptake of feedback (2018)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)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Focus on Formative Feedback (2008)What Is Agency? (1998)Framing, Agenda Setting, and Priming: The Evolution of Three Media Effects Models (2006)Beyond Markets and States: Polycentric Governance of Complex Economic Systems (2010)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 2007The Power of Feedback12,871 cited
  • 1975Frame Analysis: An Essay on the Organization of Experience.11,892 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 1986Motivational processes affecting learning.6,921 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,461 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 2008Content Knowledge for Teaching5,381 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,228 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 2000The Role of Assessment in a Learning Culture2,159 cited
  • 1979Learning Lessons: Social Organization in the Classroom2,125 cited
  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,703 cited

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  • 2003Assessment for Learning- putting it into practice1,586 cited
  • Cited by

    • 2013Developing a Theory of Ambitious Early-Career Teacher Practice237 cited
    • 2016Learning to Feel Like a Scientist224 cited
    • 2012Practical work: Its effectiveness in primary and secondary schools in England221 cited
    • 2012A learning progression for water in socio‐ecological systems218 cited
    • 2017‘Models of’ versus ‘Models for’208 cited
    • 2012Linking a learning progression for natural selection to teachers' enactment of formative assessment173 cited
    • 2015An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice163 cited
    • 2016Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study160 cited
    • 2015The Changing Nature of Educational Assessment144 cited
    • 2012Responsive teaching and the beginnings of energy in a third grade classroom143 cited
    • 2015Engaging in Science: A Feeling for the Discipline136 cited
    • 2019Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning127 cited
    • 2016Rigor and Responsiveness in Classroom Activity111 cited
    • 2012Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment104 cited
    • 2016Rigor in Elementary Science Students’ Discourse: The Role of Responsiveness and Supportive Conditions for Talk100 cited
    • 2014Exploring the influence of learning progressions in two teacher communities99 cited