References

No references inside the corpus for this window.

Cited by

• 2010Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning167 cited
• 2014The future of self-assessment in classroom practice: Reframing self- assessment as a core competency160 cited
• 2018Towards a learning-oriented assessment to improve students’ learning—a critical review of literature120 cited
• 2011Assessment trends in Hong Kong: seeking to establish formative assessment in an examination culture117 cited
• 2008RESPONSE TO ASSESSMENT FEEDBACK: THE EFFECTS OF GRADES, PRAISE, AND SOURCE OF INFORMATION109 cited
• 2011Formative Assessment and the Contemporary Classroom: Synergies and Tensions between Research and Practice.83 cited
• 2007Assessment for Learning: Integrating Assessment, Teaching, and Learning in the ESL/EFL Writing Classroom82 cited
• 2013Challenges for information technology supporting educational assessment79 cited
• 2018Exploring the factors teachers consider in determining students’ grades75 cited
• 2016Student-generated scoring rubrics: Examining their formative value for improving ESL students’ writing performance72 cited
• 2017Emotionalized learning experiences: Tapping into the affective domain70 cited
• 2008Effects of Classroom Assessment Practices on Students' Achievement Goals67 cited
• 2018On the Development of a Computer-Based Tool for Formative Student Assessment: Epistemological, Methodological, and Practical Issues