Teachers' summative practices and assessment for learning – tensions and synergies-Reference-Cited by-同舟云学术

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Teachers' summative practices and assessment for learning – tensions and synergies

Published:2005-06 Issue:2 Volume:16 Page:207-223
ISSN:0958-5176
Container-title:The Curriculum Journal
language:en
Short-container-title:Curric. j.

Author:

Harlen Wynne¹

Affiliation:

1. Faculty of EducationUniversity of Cambridge

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585170500136093

Reference43 articles.

1. Motivation: what teachers need to know;Ames C.;Teachers College Record,1990

2. 2002 Cambridge University Faculty of Education Cambridge ARG (Assessment Reform Group) Testing motivation and learning

3. 2004 ASF ASF Working Paper 2

4. 2004 ASF ASF Working Paper 1

5. Assessment and Classroom Learning

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1. Assessment guides, restricts, supports and strangles: Tensions in teachers’ conceptions of assessment during an assessment reform;Teaching and Teacher Education;2024-11

2. Öğretmen Eğitiminde Lisansüstü Akreditasyon Standart-Gösterge ve Kanıtlarının Belirlenmesi: ‘Lisansüstü Programları Öz Değerlendirme Ekibi’ Standart Alanı;Yuzunci Yil Universitesi Egitim Fakultesi Dergisi;2024-03-01

3. Éducation à et évaluation : comparaison d’approches en arts et en sciences;Travail et Apprentissages;2024-02-23

4. Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions;Assessment in Education: Principles, Policy & Practice;2024-01-02

5. A review of assessment for learning with artificial intelligence;Computers in Human Behavior: Artificial Humans;2024-01

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