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Getting at Student Understanding - the Key to Teachers’ Use of Test Data
16 references·2 citing·39 second hop
Getting at Student Understanding - the Key to Teachers’ Use of Test Data (2012)Getting at Student Understanding - the Ke…Handbook of Test Development (2015)Handbook of Test DevelopmentHandbook of Test Development (2011)Handbook of Test DevelopmentEducational Measurement (4th ed.) (2009)Educational Measurement (4th …Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research (2005)Three Options Are Optimal for…Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice (2004)Accountability Policies and T…The Role of Classroom Assessment in Teaching and Learning (2001)The Role of Classroom Assessm…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…International Handbook of Educational Leadership and Administration (1996)International Handbook of Edu…The Instructional Effect of Feedback in Test-Like Events (1991)The Instructional Effect of F…Effects of Frequent Classroom Testing (1991)Effects of Frequent Classroom…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Handbook of research on teaching (1986)Handbook of research on teach…Curriculum-Based Measurement: The Emerging Alternative (1985)Curriculum-Based Measurement:…The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning (1984)The Effects of Frequent Curri…On the definition of feedback (1983)On the definition of feedbackTimely and Useful Data to Improve Classroom Instruction (2020)Timely and Useful Data to Imp…Data as a Lever for Improving Instruction and Student Achievement (2012)Data as a Lever for Improving…Effective Schools for the Urban Poor (1979)Models of teaching (1980)Leadership of Inquiry: Building and Sustaining Capacity for School Improvement (2003)Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement (2009)The New Meaning of Educational Change (2010)The Nature and Effects of Transformational School Leadership (2012)Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)An introduction to cybernetics (1956)Handbook of Industrial and Organizational Psychology. (1977)The Social Psychology of Organizations. (1979)Developing the theory of formative assessment (2009)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)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)The development of student feedback literacy: enabling uptake of feedback (2018)The role of expectations and attributions in the alleviation of learned helplessness. (1975)Meta-analysis in social research (1982)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)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (2001)Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003)Dynamic Indicators of Basic Early Literacy Skills (2018)Implications of Evidence‐Centered Design for Educational Testing (2006)Using reversed items in Likert scales: A questionable practice (2018)Diez pasos para la construcción de un test (2019)Psychometrics Behind Computerized Adaptive Testing (2014)Investigating Students’ Reasoning about Acid–Base Reactions (2016)Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review (2017)
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References

  • 1986Handbook of research on teaching10,502 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 1985Curriculum-Based Measurement: The Emerging Alternative1,667 cited
  • 1991The Instructional Effect of Feedback in Test-Like Events1,313 cited
  • 1983On the definition of feedback915 cited
  • 2015Handbook of Test Development728 cited
  • 1996International Handbook of Educational Leadership and Administration619 cited
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  • 1984The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning420 cited
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  • 2001The Role of Classroom Assessment in Teaching and Learning380 cited
  • 2004Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice373 cited
  • 2005Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research

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357 cited
  • 1991Effects of Frequent Classroom Testing320 cited
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    • 2012Data as a Lever for Improving Instruction and Student Achievement8 cited
    • 2020Timely and Useful Data to Improve Classroom Instruction8 cited