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• Dylan Wiliam
  Dylan Wiliam is an emeritus professor of educational assessment at the Institute of Education at the University of London. ...am (2009)|Developing the theory of formative assessment]]. ''[[Educational Assessment, Evaluation and Accountability]]'', 21(1), 5–31. doi:10.1007/s11092-008-9
  2 KB (243 words) - 17:09, 13 May 2015
• Thomas Romberg
  ...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo
  512 bytes (68 words) - 06:43, 29 October 2013
• Black, Harrison, Lee, Marshall, & Wiliam (2004)
  {{Title|Working Inside the Black Box: Assessment for Learning in the Classroom}} ...Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. ''Phi Delta Kappan'', 86(1), 9–22. doi:10.
  1 KB (129 words) - 17:08, 13 May 2015
• Wilhelm & Kim (2015)
  ...thematics Teachers' Instructional Practice Using the Instructional Quality Assessment}} ...hematics-Teachers\_-Instructional-Practice-Using-the-Instructional-Quality-Assessment/
  2 KB (239 words) - 06:27, 12 May 2015
• Mieke Abels
  ...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo
  554 bytes (72 words) - 06:45, 29 October 2013
• Jan de Lange
  [[Jan de Lange|de Lange, J.]] (2007). [[de Lange (2007)|Aspects of the art of assessment design]]. In [[Alan Schoenfeld|A. H. Schoenfeld]] (Ed.), ''[[Assessing math ...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo
  1 KB (160 words) - 06:47, 29 October 2013
• David Webb
  ...design of instructional sequences: Teacher developed support for formative assessment]]. In [[Hafize Keser|H. Keser]], [[Zehra Özcinar|Z. Özcinar]], & [[Sezer ...Webb, D. C.]] (2009). [[Webb (2009)|Designing professional development for assessment]]. ''[[Educational Designer]]'', 1(2), 1–26. Retrieved from http://www.ed
  3 KB (332 words) - 06:36, 29 October 2013
• Brown, Pellegrino, Goldman, Nacu, Julian, Tarnoff, et al. (2004)
  ...ctional Materials: Making the Knowledge Base on Learning, Instruction, and Assessment Usable for Educational Practice}}
  449 bytes (61 words) - 17:10, 17 August 2014
• Truus Dekker
  ...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo
  2 KB (195 words) - 20:22, 25 June 2021
• Annie Wilhelm
  ...thematics teachers' instructional practice using the instructional quality assessment]]. ''[[Journal for Research in Mathematics Education]]'', 46(3), 270–279.
  721 bytes (79 words) - 06:29, 12 May 2015
• List of mathematics curriculum materials
  |6-12 || [[Mathematics Assessment Project]] || [[Mathematics Assessment Resource Service]] (MARS)
  2 KB (238 words) - 22:29, 17 May 2015
• Sztajn, Confrey, Wilson, & Edgington (2012)
  ...r teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science [[Category:Formative Assessment]]
  2 KB (284 words) - 05:18, 23 May 2015
• Cobb & Jackson (2011) ER
  ...tiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improv ...tiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improv
  2 KB (324 words) - 06:52, 16 August 2014
• David Wees
  David Wees is a formative assessment specialist for New Visions for Public Schools in New York, New York. David
  1,018 bytes (133 words) - 17:59, 30 May 2015
• Second Handbook of Research on Mathematics Teaching and Learning
  Part V: Assessment <li>[[Wiliam (2007)|Keeping Learning on Track: Classroom Assessment and the Regulation of Learning]] by [[Dylan Wiliam]]</li>
  6 KB (796 words) - 21:29, 27 May 2015
• Tarr, Reys, Reys, Chávez, Shih, & Osterlind (2008)
  ...ype was not a significant predictor of student achievement on the Balanced Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for studen ...ype was not a significant predictor of student achievement on the Balanced Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for studen
  3 KB (461 words) - 14:37, 17 August 2014
• Boston & Wilhelm (2015)
  ...uctionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging ta
  2 KB (209 words) - 01:15, 6 May 2015
• Boston (2012)
  ...instruction and learning. This article describes the Instructional Quality Assessment (IQA) Mathematics Toolkit and examines its ability to identify the nature a
  2 KB (232 words) - 18:50, 26 November 2013
• Alibali, Knuth, Hattikudur, McNeil, & Stephens (2007)
  ...(c) changes in students' understanding and performance over time. Written assessment data were collected from 81 students at four time points over a 3-year peri
  3 KB (353 words) - 10:53, 21 November 2013
• Pajeres (1992)
  ...s, consistent understandings and adherence to precise meanings, and proper assessment and investigation of specific belief constructs. Implications of findings a
  3 KB (342 words) - 05:09, 2 November 2013

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