These readings provide some of the key research that underpins the national
assessment strategy:
Assessment Reform Group (1999). Assessment for Learning: Beyond the
Black Box. Cambridge: University of Cambridge School of Education.
Bell, B. and Cowie, C. (2001). Formative Assessment and Science
Education. Boston: Kluwer Academic Publishers.
Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards
through Classroom Assessment. London: Kings College. (Also published
in Phi Delta Kappan, 80 (2), October 1998, pp. 139 – 148).
Crooks, T. J. (1988). The Impact of Classroom Evaluation Practices on
Students. Review of Educational Research, 58 (4), 438 –
481.
Fullan, M. (1993). Change Forces: Probing the Depths of Educational
Reform. New York: The Falmer Press.
Fullan, M. (1999). Change Forces: The Sequel. London:
The Falmer Press.
Harlen, W. (1998). Classroom Assessment: A Dimension of Purposes
and Procedures. A paper presented at NZARE Annual Conference,
Dunedin.
Hattie, J. (1999). Influences on Student Learning.
Inaugural Professorial Address, University of Auckland.
Hill, M. (2000). Dot, Slash, Cross: How Assessment Can Drive Teachers
to Ticking Instead of Teaching. set: Research Information
for Teachers, 1, 21 – 25.
Linn, R. L. (2000). Assessments and Accountability. Educational
Researcher, 29 (2), 4 – 16.
Peddie, R. (2000). Evaluation of the Assessment for Better
Learning Professional Development Programmes. Report to the Ministry
of Education, Research Division.
Rosenholtz, S. J. (1991). Teachers' Workplace: The Organizational
Context of Schooling. New York: Teachers College Press.
Sadler, R. D. (1987). Specifying and Promulgating Achievement Standards.
Oxford Review of Education, 13,(2), 191 – 209.
Sadler, R. D. (1998). Formative Assessment: Revisiting the Territory.
Assessment in Education, 5 (1), 77 – 84.
Tunstall, P. & Gipps, C. (1996). How Does Your Teacher
Help You to Make Your Work Better? Children's Understanding of Formative
Assessment. The Curriculum Journal, 3 (7), 185 – 203.
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