Using scaffolding strategies to improve formative assessment practice in higher education-Reference-Cited by-同舟云学术

登录注册会员服务联系我们

Using scaffolding strategies to improve formative assessment practice in higher education

Published:2021-06-07 Issue: Volume: Page:1-19
ISSN:0260-2938
Container-title:Assessment & Evaluation in Higher Education
language:en
Short-container-title:Assessment & Evaluation in Higher Education

Author:

Kruiper Stephanie M. A.¹^ORCID,Leenknecht Martijn J. M.²^ORCID,Slof Bert¹³^ORCID

Affiliation:

1. Department of Educational and Pedgogical Sciences, Utrecht University, Utrecht, The Netherlands

2. HZ University of Applied Sciences, Vlissingen, The Netherlands;

3. Institute for Communication, Media & IT, Hanze University of Applied Sciences, Groningen, The Netherlands

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02602938.2021.1927981

Reference44 articles.

1. Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies

2. Developing the theory of formative assessment

3. Classroom assessment and pedagogy

4. Reframing assessment research: through a practice perspective

5. A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment

Cited by 8 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. A multi-approach formative assessment practice and its potential for enhancing student motivation: a case study;Cogent Education;2024-07-04

2. Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses;Journal of Chemical Education;2023-11-27

3. Effect of cognitive attitude and affective attitude on formative assessment practice: Intention as a mediator;Social Behavior and Personality: an international journal;2023-09-06

4. Análisis de los efectos de las estrategias de apropiación de los criterios;Aula Abierta;2023-06-23

5. Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom;Educational Psychology Review;2023-06-23

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线，采集、加工和组织学术论文而形成的新型学术文献查询和分析系统，可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容，当前同舟云学术共收录了国内外主流学术期刊6万余种，收集的期刊论文及会议论文总量共计约1.5亿篇，并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询！咨询电话：010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号京ICP备18003416号-3