Assessment as a tool for learning

Ager, 1993, Online placement testing in mathematics and chemistry, Journal of Computer Based Instruction, 20, 52

Alexander, 1995, Conceptions of knowledge and beliefs: A comparison across varying cultural and educational communities, American Educational Research Journal, 32, 413, 10.3102/00028312032002413

Archbald, 1992, Approaches to assessing academic achievement, 139

1993

Baker, 1994, Learning based assessments of history understanding, Educational Psychologist, 29, 97, 10.1207/s15326985ep2902_5

Baumgart, 1986, An outside observers' view of profiles in Britain, 42

Berk, 1986, A consumer's guide to setting performance standards on criterion-referenced tests, Review of Educational Research, 56, 137, 10.3102/00346543056001137

Biggs, 1996, Assessing learning quality: Reconciling institutional, staff and educational demands, Assessment & Evaluation in Higher Education, 21, 5, 10.1080/0260293960210101

Birenbaum, 1994, Toward adaptive assessment - The student's angle, Studies in Educational Evaluation, 20, 239, 10.1016/0191-491X(94)90011-6

Birenbaum, 1996, Assessment 2000: Towards a pluralistic approach to assessment, 3

1996

Birenbaum, 1996, Introduction, xiii

Boud, 1990, Assessment and the promotion of academic values, Studies in Higher Education, 15, 101, 10.1080/03075079012331377621

Boud, 1992, The use of self-assessment schedules in negotiated learning, Studies in Higher Education, 18, 529, 10.1007/BF00138746

Broadfoot, 1984, From public examinations to profile assessment: The French experience

Brown, 1994

Campione, 1990, Guided learning and transfer: Implications for approaches to assessment, 141

Clarke, 1996, The ripple effect: The instructional impact of the systematic introduction of performance assessments in mathematics, 63

Clarke, 1986, Professional education for capability and change, Higher Education Review, 18, 27

Cronbach, 1988, Five perspectives on validity argument, 3

Darling-Hammond, 1994, Performanced-based assessment and educational equity, Harvard Educational Review, 64, 5, 10.17763/haer.64.1.j57n353226536276

De Corte, 1990, Toward powerful learning environments for the acquisition of problem solving skills, European Journal of Psychology of Education, 5, 519, 10.1007/BF03172765

De Corte, 1991, Recent onderzoek over leren en instructie: Een selectief overzicht [Recent research on learning and instruction: A selection], Tijdschrift voor Hoger Onderwijs, 9, 2

De Rijke, 1995

Dochy, 1992

Dochy, 1994, Prior knowledge and learning, 4698

Dochy, 1996, Assessment of domain-specific and domain-transceding prior knowledge: Entry assessment and the use of profile analysis, 227

Dochy, F., & Moerkerke, G. (in press). Assessment as a major influence on the present and future of learning and instruction. International Journal of Educational Research.

Dochy, 1996, Integrating assessment, learning and instruction: assessment of domain-specific and domain-transcending prior knowledge and progress, Studies in Educational Evaluation, 22, 309, 10.1016/0191-491X(96)00018-1

Floden, 1994, Reshaping assessment concepts, Educational Researcher, 23, 4, 10.3102/0013189X023002004

Frederiksen, 1984, The real test bias, influences of testing on teaching and learning, American Psychologist, 39, 193, 10.1037/0003-066X.39.3.193

Gibbs, 1992, Improving the quality of student learning through course design

Glaser, 1981, The future of testing, American Psychologist, 36, 923, 10.1037/0003-066X.36.9.923

Glaser, 1990, Toward new models for assessment, International Journal of Educational Research, 14, 375

Green, 1994, Measuring student satisfaction: A method for improving the quality of the student experience, 100

Hall, 1995, Co-assessment: Participation of students with staff in the assessment process

Hambleton, R., & Sireci, S. (in press). Future directions for norm-referenced and criterion-referenced achievement testing. International Journal of Educational Research.

Harvey, 1994, Quality in Higher Education Project: Employer Satisfaction Summary Report

Harvey, 1996

Hill, 1993, Profiles and the VCE: Authentic assessment in a high stakes environment

Jessup, 1991

Kane, 1992, An argument-based approach to validity, Psychological Bulletin, 112, 527, 10.1037/0033-2909.112.3.527

Keeves, 1994, Methods of assessment in schools, 362

1988

Kellaghan, 1982

Knight, 1996, Quality in higher education and the assessment of student learning

Lee, 1994, The relationship between performance in a computer literacy course and students' prior achievement and knowledge, Journal for Educational Computing Research, 10, 63, 10.2190/BHFD-9VA7-UM7H-RT0K

1992

Linn, 1981, Measuring pretest-posttest performance changes, 84

Linn, 1991, Complex, performance-based assessment: Expectations and validation criteria, Educational Researcher, 20, 15, 10.3102/0013189X020008015

Madaus, 1993, British experience with “authentic” testing, Phi Delta Kappan, 74, 458

Masters, 1993, New views of student learning: Implications for educational measurement, 219

McDowell, 1995, The impact of innovative assessment on student learning, Innovations in Education and Training International, 32, 302, 10.1080/1355800950320402

Messick, 1984, The psychology of educational measurement, Journal of Educational Measurement, 21, 215, 10.1111/j.1745-3984.1984.tb01030.x

Messick, 1995, Validity of psychological assessment, American Psychologist, 50, 741, 10.1037/0003-066X.50.9.741

Moerkerke, 1996

Moerkerke, 1995, Effects of self-assessment by means entry tests and progress tests on study results

Newmann, 1990, Organizational performance of schools

Nisbet, 1993, Introduction, 25

Nitko, 1995, Curriculum-based continuous assessment: A framework for concepts, procedures and policy, Assessment in Education, 2, 321, 10.1080/0969595950020306

O'Connor, 1992, Rethinking aptitude, achievement and instruction: cognitive science research and the framing of assessment policy, 9

Otter, 1995, Assessing competence: The experience of the enterprise in higher education initiative, 43

Pellegrino, 1979, Cognitive correlates and components in the analysis of individual differences, Intelligence, 3, 187, 10.1016/0160-2896(79)90017-5

Resnick, 1992, Assessing the thinking curriculum, 37

Ridgway, 1994, Balanced assessment: Designing assessment schemes to promote desirable change in mathematics education

Rogers, 1995, Validity of assessments

Rowe, 1996, Assessing, recording and reporting students' educational progress: the case for ‘subject profiles’, Assessment in Education, 3, 309, 10.1080/0969594960030304

Sambell, 1997, “But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment

Segers, 1996, The use of performance indicators for quality assurance in higher education, Studies in Educational Evaluation, 22, 115, 10.1016/0191-491X(96)00007-7

Shavelson, 1996, On the content validity of performance assessments: Centrality of doamin-specifications, 131

Stephenson, 1994, Capability and competence: Are they the same and does it matter?, Capability, 1, 3

Tan, 1992, An evaluation of the use of continuous assessment in the teaching of physiology, Higher Education, 23, 255, 10.1007/BF00145016

1982

Wijnen, 1990, Waarderen en normeren van beoordelingen [Valuing and setting standards for assessment], 94

Wolf, 1995

Wolf, 1991, To use their minds well: Investigating new forms of student assessment, Review of Research in Education, 17, 31