Page 37 - 2024_Journal_90-3
P. 37
References
Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative
assessment practice through professional development—a motivation perspective.
Assessment in Education: Principles, Policy & Practice, 25(6), 576–597. https://doi.org/10
.1080/0969594X.2018.1430685
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education:
Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X
.2018.1441807 Bailie Antwiler has
been in the field
Brink, M., & Bartz, D. E. (2017). Effective use of formative assessment by high school teachers. of education for
Practical Assessment, Research & Evaluation, 22(8), 1–10. https://doi.org/10.7275/p86s 7 years. She is an
-zc41 admissions counselor
Clinchot, M., Ngai, C., Huie, R., Talanquer, V., Lambertz, J., Banks, G., Weinrich, M., Lewis, and adjunct professor
R., Pelletier, P., & Sevian, H. (2017). Better formative assessment. The Science Teacher at Governors State
(National Science Teachers Association), 84(3), 69–75. https://doi.org/10.2505/4/tst17 University. She is
_084_03_69 currently pursuing her
doctorate of education
Conderman, G., Pinter, E., & Young, N. (2020). Formative assessment methods for middle level in interdisciplinary
classrooms. The Clearing House, 93(5), 233–240. https://doi.org/10.1080/00098655.2020 leadership. bantwiler@
.1778615 govst.edu
Connors, C. B. (2021). Summative and formative assessments: An educational polarity. Kappa
Delta Pi Record, 57(2), 70–74. https://doi.org/10.1080/00228958.2021.1890441
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Teacher assessment literacy: A review
of international standards and measures. Educational Assessment, Evaluation and
Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Hayward, L. (2015) Assessment is learning: The preposition vanishes. Assessment in Education:
Principles, Policy & Practice, 22(1), 27–43. https://doi.org/10.1080/0969594X.2014.9846
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta
Kappan, 89(2), 140–145. https://doi.org/10.1177/003172170708900210
Hondrich, A. L., Hertel, S., Adl-Amini, K., & Klieme, E. (2016). Implementing curriculum-
embedded formative assessment in primary school science classrooms. Assessment in
Education: Principles, Policy & Practice, 23(3), 353–376. https://doi.org/10.1080/096959
4X.2015.1049113
Huber, S. G., & Skedsmo, G. (2016). Assessment in education—from early childhood to higher
education. Educational Assessment, Evaluation and Accountability, 28(3), 201–203.
https://doi.org/10.1007/s11092-016-9245-x
Karaman, P., & Sahin, C. (2017). Adaptation of teachers’ conceptions and practices of formative
assessment scale into Turkish culture and a structural equation modeling. International
Electronic Journal of Elementary Education, 10(2), 185–194. https://doi.org/10.26822
/iejee.2017236114
Moss, C. M., & Brookhart, S. M. (2019). Advancing formative assessment in every classroom: A
guide for instructional leaders (2nd ed.). ASCD.
Schneider, M. C., & Meyer, J. P. (2011). Investigating the efficacy of a professional development
program in formative classroom assessment in middle school English language arts and
mathematics. Journal of Multidisciplinary Evaluation, 8(17), 1–24. https://doi.org/10
.56645/jmde.v8i17.291
Schultz, K. T., & Thunder, K. (2015). Making formative assessment multidimensional. Teaching
Children Mathematics, 21(8), 453–455. https://doi.org/10.5951/teacchilmath.21.8.0453
Promoting Professional and Personal Growth of Educators and Excellence in Education 35