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Impacts of professional development in classroom assessment on teacher and student outcomes
16 references·2 citing·42 second hop
Impacts of professional development in classroom assessment on teacher and student outcomes (2016)Impacts of professional development in cl…Australian Primary Mathematics Classroom (2014)Australian Primary Mathematic…Formative Assessment: A Meta-Analysis and a Call for Research (2011)Formative Assessment: A Meta-…Inside the Black Box: Raising Standards through Classroom Assessment (2010)Inside the Black Box: Raising…Handbook of Formative Assessment (2010)Handbook of Formative Assessm…The Power of Feedback (2007)The Power of FeedbackClassroom assessment for student learning : doing it right -- using it well (2006)Classroom assessment for stud…Educational Leadership (2004)Educational LeadershipEducational Leadership (2003)Educational LeadershipInquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Inquiry, Modeling, and Metaco…Feedback Interventions (1998)Feedback InterventionsAssessment and Classroom Learning (1998)Assessment and Classroom Lear…Teacher Feedback to Young Children in Formative Assessment: a typology (1996)Teacher Feedback to Young Chi…Cognitive Psychology and Instruction (1995)Cognitive Psychology and Inst…The Instructional Effect of Feedback in Test-Like Events (1991)The Instructional Effect of F…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Meta-analysis in social research (1982)Meta-analysis in social resea…Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development (2021)Developing teacher assessment…Competence of Teachers as Professional Educators (2020)Competence of Teachers as Pro…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. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Focus on Formative Feedback (2008)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Teaching Courses Online: A Review of the Research (2006)Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007)The Role of Assessment in a Learning Culture (2000)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)The role of expectations and attributions in the alleviation of learned helplessness. (1975)Handbook of research on teaching (1986)The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004)What is assessment for learning? (2011)The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020)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)Apprenticeship in Thinking (1990)Distributed leadership as a unit of analysis (2002)Seven strong claims about successful school leadership (2008)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Seven strong claims about successful school leadership revisited (2019)Interactive Multimodal Learning Environments (2007)The essential elements of team‐based learning (2008)STEM, STEM Education, STEMmania (2009)Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research (2005)A meta-analytic test of intergroup contact theory. (2006)Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs (2013)Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗ (1998)What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover? (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
this work references cited by second hop

References

  • 2007The Power of Feedback12,871 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 2003Educational Leadership4,288 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,228 cited
  • 1982Meta-analysis in social research3,912 cited
  • 2004Educational Leadership2,536 cited
  • 1998Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students1,393 cited
  • 1991The Instructional Effect of Feedback in Test-Like Events1,313 cited
  • 1995Cognitive Psychology and Instruction722 cited
  • 2010Handbook of Formative Assessment663 cited
  • 2014Australian Primary Mathematics Classroom467 cited
  • 2006Classroom assessment for student learning : doing it right -- using it well466 cited
  • 2011Formative Assessment: A Meta-Analysis and a Call for Research420 cited
  • 1996Teacher Feedback to Young Children in Formative Assessment: a typology363 cited
  • 1998Feedback Interventions315 cited

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Cited by

  • 2021Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development57 cited
  • 2020Competence of Teachers as Professional Educators8 cited