1. Abrams, L. M. (2007). Implications of high-stakes testing for the use of formative classroom assessment. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 79–98). New York, NY/London, UK: Teacher College/Columbia University.
2. Aloisi, C., & Tymms, P. (2017). PISA trends, social changes, and education reforms. Educational Research and Evaluation, 23(5–6), 180–220.
3. Altrichter, H., & Maag Merki, K. (2016). Handbuch Neue Steuerung im Schulsystem (2nd ed.). Wiesbaden, Germany: Springer.
4. Baker, D. P. (2009). The invisible hand of world education culture. In G. Sykes, B. Schneider, & D. N. Plank (Eds.), Handbook of education policy research (pp. 958–968). New York, NY: Routledge.
5. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
https://doi.org/10.3102/0002831209345157