Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-49580-9_5
Reference62 articles.
1. Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102. https://doi.org/10.1016/j.learninstruc.2016.12.006
2. Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00087
3. Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350–372. https://doi.org/10.1080/0969594x.2019.1571992
4. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (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
5. Bellens, K., Van Damme, J., Van Den Noortgate, W., Wendt, H., & Nilsen, T. (2019). Instructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway. Large-scale Assessments in Education, 7. https://doi.org/10.1186/s40536-019-0069-2
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