The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review-Reference-Cited by-同舟云学术

The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review

Published:2020-03-02 Issue:2 Volume:33 Page:124-140
ISSN:0895-7347
Container-title:Applied Measurement in Education
language:en
Short-container-title:Applied Measurement in Education

Author:

Lee Hansol¹^ORCID,Chung Huy Q.²,Zhang Yu³,Abedi Jamal⁴,Warschauer Mark²^ORCID

Affiliation:

1. Department of English, Korea Military Academy

2. School of Education, University of California, Irvine

3. Research & Evaluation Department, Seattle Public Schools

4. School of Education, University of California, Davis

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/08957347.2020.1732383

Reference87 articles.

1. Diverse perspectives on student agency in classroom assessment

2. *Adler, M. (1998). The effects of instruction in 6+1 trait writing on third grade students’ writing abilities and attitudes toward writing (Unpublished master’s thesis). Emporia State University, Emporia, KS.

3. Handbook of Formative Assessment

4. The Role of Classroom Assessment in Supporting Self-Regulated Learning

5. Classroom assessment as the co-regulation of learning

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