Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity-Reference-Cited by-同舟云学术

Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity

Published:2023 Issue: Volume: Page:341-365
ISSN:
Container-title:The Palgrave Handbook of Teacher Education Research
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Author:

Elbra-Ramsay Caroline

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-16193-3_16

Reference106 articles.

1. Adie, L., & Wyatt-Smith, C. (2020). Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education, 48(3), 267–286. https://doi.org/10.1080/1359866X.2019.1606892

2. Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: A view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 379–387. https://doi.org/10.1080/0969594X.2017.1331201

3. Ali, N., Ahmed, L., & Rose, S. (2017). Identifying predictors of students’ perception of and engagement with assessment feedback. Active Learning in Higher Education, 19(3), 1469787417735609.

4. Alotaibi, K. A. (2019). Teachers’ perceptions on factors influence adoption of formative assessment. Journal of Education and Learning, 8(1), 74–86.

5. Altun, S., & Erden, M. (2013). Self-regulation based learning strategies and self-efficacy perceptions as predictors of male and female students’ mathematics achievement. Procedia-Social and Behavioral Sciences, 106, 2354–2364.

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1. Learning to Assess;Teacher Education, Learning Innovation and Accountability;2023