1. Admiraal, W., Hoeksma, M., van de Kamp, M.-T., & van Duin, G. (2011). Assessment of teacher competence using video portfolios: Reliability, construct validity, and consequential validity. Teaching and Teacher Education, 27(6), 1019–1028.
https://doi.org/10.1016/j.tate.2011.04.002
2. Altmann, A. F., Herppich, S., Wittwer, W., & Nückles, M. (2016). Rose-colored glasses or red pen? Preservice and inservice teachers’ interpretation of formative assessment strategies in a teacher-student-dialogue. Manuscript submitted for publication.
3. Bakker, M. E. J., Roelofs, E. C., Beijaard, D., Sanders, P. F., Tigelaar, D. E. H., & Verloop, N. (2011). Video portfolios. Studies in Educational Evaluation, 37(2-3), 123–133.
https://doi.org/10.1016/j.stueduc.2011.04.007
4. Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes, & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass.
5. Bannink, A. (2009). How to capture growth? – Video narratives as an instrument for assessment in teacher education. Teaching and Teacher Education, 25(2), 244–250.
https://doi.org/10.1016/j.tate.2008.11.009