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References
- Al Shibli, M. (2008). Degree of familiarity with formative assessment concepts and instruments by math teachers in Al-Batina north region in Sultanate of Oman. Master thesis, Yarmouk Uni-versity, Irbid Jordan.
- 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, 1-22.
- Andrade, H., Lui, A., Palma, M., & Hef-feren, J. (2015). Formative assessment in dance education. Journal of Dance Education, 15(2), 47-59.
- Bennett, R. E. (2011). Formative assess-ment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
- Birenbaum, M., DeLuca, C., Earl, L., Her-itage, M., Klenowski, V., Looney, A., ... & Wyatt-Smith, C. (2015). Interna-tional trends in the implementation of assessment for learning: Implica-tions for policy and practice. Policy Futures in Education, 13(1), 117-140.
- Black, P. (2013). Formative and summa-tive aspects of assessment: Theoreti-cal and research foundations in the context of pedagogy. Sage handbook of research on classroom assessment, 167-178.
- Black, P. (2015). Formative assessment–an optimistic but incomplete vi-sion. Assessment in Education: Princi-ples, Policy & Practice, 22(1), 161-177.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
- Black, P.,& Wiliam, D.(2009). Developing the theory of formative assess-ment. Educational Assessment, Evalu-ation and Accountability (formerly: Journal of Personnel Evaluation in Ed-ucation), 21(1), 5.
- Bloom, B. S. (1969). Some theoretical is-sues relating to educational evalua-tion. Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Edu-cation, (part II), 26-50.
- Bloom, B., Madaus, G., & Hastings, J., (1971). Handbook on Formative and Summative Evaluation of Student Learning. California, U.S.A, MeGraw-Hill Inc.
- Borich, G. A. (2014). Effective teaching methods: Research-based practice (8th ed.). Boston, MA: Pearson.
- Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167.
- Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing form-ative assessment. American Educa-tional Research Journal, 52(5), 956-983.
- Bugni, V. (2017). The understanding of the formative assessment process by Michi-gan educators. Master's Theses, Northern Michigan University.
- Buhagiar, M. A., & Murphy, R. (2008). Teachers’ assessments of students’ learning of mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), 169-182.
- Centre for Educational Research and In-novation (OECD). (2008). Assessment for learning formative assessment. Paris, France: OECD.
- Ecclestone, K., & Swann, J. (1999). Litigation and learning: Tensions in improving university lecturers' assessment practice. Assessment in Education: Principles, Policy and Practice, 6(3), 377–389.
- Edwards, P. A., Turner, J. D., & Mokhtari, K. (2008). Balancing the assessment of learning and for learning in support of student literacy achievement. The Reading Teach-er, 61(8), 682-684.
- Gilson, R. (2009). Professional development in assessment for learning. Doctoral dissertation , Arizona State Univer-sity.
- Green, A. (2018). Assessment of Learning and Assessment for Learning. The TESOL Encyclopedia of English Lan-guage Teaching, 7(3)1-6.
- Guengerich, A. M. (2013). Assessment as Learning: Using Classroom Assess-ment to Maximize Student Learn-ing. Education Libraries (Online), 36(1), 37.
- Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Canada, Routledge.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educa-tional research, 77(1), 81-112.
- Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for imple-menting assessment for learning in classroom practice. Educational re-search review, 17, 50-62.
- Herrera, S. G., Murry, K. G., & Cabral, R. M. (2013). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Upper Saddle River, NJ: Pearson.
- Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in higher education, 27(1), 53-64
- Hodgson, C., & Pyle, K. (2010). A literature review of Assessment for Learning in science. Slough: Nfer.
- McManus, S. (2008). Attributes of effective formative assessment. Washington, DC: Council of Chief State School Officers.
- Miller, D., & Lavin, F. (2007). ‘But now I feel I want to give it a try’: formative assessment, self-esteem and a sense of competence. The Curriculum Jour-nal, 18(1), 3-25.
- National Research Council. (2001). Classroom assessment and the national science education standards. National Academies Press.
- Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
- Ozan, C., & Kıncal, R. Y. (2018). The Ef-fects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills. Educational Scienc-es-Theory & Practice, 18(1), 85-118.
- Ramsden, P. (2003). Learning to teach in higher education. New York: Routledge Falmer.
- Philhower, J. (2018). Investigating High School Mathematics Teachers' Formative Assessment Practices (Doctoral dissertation, Michigan State Univer-sity).
- Popham. W. J, (2008). Classroom As-sessment: What Teachers Need to Know, 5th ed., Boston: Allyn and Bacon
- Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.
- Rohrer, D., & Pashler, H. (2010). Recent research on human learning chal-lenges conventional instructional strategies. Educational Research-er, 39(5), 406-412
- Sach, E. (2015). An exploration of teachers' narratives: what are the facilitators and constraints which promote or inhibit ‘good’formative assessment practices in schools?. Education 3-13, 43(3), 322-335.
- Schneider, M. C., & Randel, B. (2010). Research on characteristics of effec-tive professional development pro-grams for enhancing educators’ skills in formative assessment. In H. L. Andrade& G. J. Cizek (Eds.), Handbook of formative assessment (pp. 251–276). UK. Abingdon: Routledge.
- Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds)., Perspec-tives of curriculum evaluation (pp. 39-83). Chicago, IL: Rand McNally & Company.
- Segers, M., Dochy, F., & Cascallar, E. (2003). The era of assessment engi-neering: Changing perspectives on teaching and learning and the role of new modes of assessment. In Optimising new modes of assessment: In search of qualities and standards (pp. 1-12). Springer Netherlands.
- Shepard, L. A. (2000). The role of assess-ment in a learning cul-ture. Educational researcher, 29(7), 4-14.
- Shepard, L. A. (2006). Classroom assess-ment. Educational measurement, 4, 623-646.
- Shute, V. J., & Kim, Y. J. (2014). Formative and stealth assessment. In Handbook of research on educational communica-tions and technology (pp. 311-321). Springer New York.
- Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learn-ing. Phi Delta Kappan, 83(10), 758-765.
- Stobart, G. (2008). Testing times: The uses and abuses of assessment. Routledge.
- Struyf, E., Vandenberghe, R., & Lens, W. (2001). The Evaluation Practice of Teachers as a Learning Opportunity for Students. Studies in Educational Evaluation, 27(3), 215-38.
- Taras, M. (2005). Assessment–summative and formative–some theoretical re-flections. British journal of educational studies, 53(4), 466-478.
- Ministry of Education. (2018). The national framework of assessing students' learn-ing. Publication of the national de-partment of educational assessment. Oman.
- Tolley, L. M. (2016). Assessing formative assessment: An examination of second-ary English/language arts teachers' practices (Doctoral dissertation, Sy-racuse University).
- Van de Watering, G., Gijbels, D., Dochy, F., & Van der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their re-lationships to study results. Higher Education, 56(6), 645.
- Vingsle, C. (2014). Formative assessment: Teacher knowledge and skills to make it happen (Doctoral dissertation, Umeå universitet).
- Vlachou, M. A. (2015). Does assessment for learning work to promote student learning? The England para-digm. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88(3), 101-107.
- Vlachou, M. A. (2018). Classroom as-sessment practices in middle school science lessons: A study among Greek science teachers. Cogent Edu-cation, 5(1), 1455633.
- Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747-760.
- Wiliam, D. (2011). Embedded formative as-sessment. U.S.A. Solution Tree Press.
- Wiliam, D., & Thompson, M. (2017). In-tegrating assessment with instruc-tion: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.
- Wuest, D. A., & Fisette, J. L. (2012). Foun-dations of physical education, exercise science, and sport (17th ed.). New York, NY: McGraw-Hill.
- Yan, Z., & Cheng, E. C. K. (2015). Primary teachers' attitudes, intentions and practices regarding formative as-sessment. Teaching and Teacher Edu-cation, 45, 128-136.
- Zaldivar, M., Summers, T., & Watson, C. E. (2013). Balancing learning and as-sessment: a study of Virginia tech’s use of ePortfolios. ePortfolio perfor-mance support systems: Constructing, presenting, and assessing portfolios, 221-239.
References
Al Shibli, M. (2008). Degree of familiarity with formative assessment concepts and instruments by math teachers in Al-Batina north region in Sultanate of Oman. Master thesis, Yarmouk Uni-versity, Irbid Jordan.
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, 1-22.
Andrade, H., Lui, A., Palma, M., & Hef-feren, J. (2015). Formative assessment in dance education. Journal of Dance Education, 15(2), 47-59.
Bennett, R. E. (2011). Formative assess-ment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
Birenbaum, M., DeLuca, C., Earl, L., Her-itage, M., Klenowski, V., Looney, A., ... & Wyatt-Smith, C. (2015). Interna-tional trends in the implementation of assessment for learning: Implica-tions for policy and practice. Policy Futures in Education, 13(1), 117-140.
Black, P. (2013). Formative and summa-tive aspects of assessment: Theoreti-cal and research foundations in the context of pedagogy. Sage handbook of research on classroom assessment, 167-178.
Black, P. (2015). Formative assessment–an optimistic but incomplete vi-sion. Assessment in Education: Princi-ples, Policy & Practice, 22(1), 161-177.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
Black, P.,& Wiliam, D.(2009). Developing the theory of formative assess-ment. Educational Assessment, Evalu-ation and Accountability (formerly: Journal of Personnel Evaluation in Ed-ucation), 21(1), 5.
Bloom, B. S. (1969). Some theoretical is-sues relating to educational evalua-tion. Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Edu-cation, (part II), 26-50.
Bloom, B., Madaus, G., & Hastings, J., (1971). Handbook on Formative and Summative Evaluation of Student Learning. California, U.S.A, MeGraw-Hill Inc.
Borich, G. A. (2014). Effective teaching methods: Research-based practice (8th ed.). Boston, MA: Pearson.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167.
Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing form-ative assessment. American Educa-tional Research Journal, 52(5), 956-983.
Bugni, V. (2017). The understanding of the formative assessment process by Michi-gan educators. Master's Theses, Northern Michigan University.
Buhagiar, M. A., & Murphy, R. (2008). Teachers’ assessments of students’ learning of mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), 169-182.
Centre for Educational Research and In-novation (OECD). (2008). Assessment for learning formative assessment. Paris, France: OECD.
Ecclestone, K., & Swann, J. (1999). Litigation and learning: Tensions in improving university lecturers' assessment practice. Assessment in Education: Principles, Policy and Practice, 6(3), 377–389.
Edwards, P. A., Turner, J. D., & Mokhtari, K. (2008). Balancing the assessment of learning and for learning in support of student literacy achievement. The Reading Teach-er, 61(8), 682-684.
Gilson, R. (2009). Professional development in assessment for learning. Doctoral dissertation , Arizona State Univer-sity.
Green, A. (2018). Assessment of Learning and Assessment for Learning. The TESOL Encyclopedia of English Lan-guage Teaching, 7(3)1-6.
Guengerich, A. M. (2013). Assessment as Learning: Using Classroom Assess-ment to Maximize Student Learn-ing. Education Libraries (Online), 36(1), 37.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Canada, Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educa-tional research, 77(1), 81-112.
Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for imple-menting assessment for learning in classroom practice. Educational re-search review, 17, 50-62.
Herrera, S. G., Murry, K. G., & Cabral, R. M. (2013). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Upper Saddle River, NJ: Pearson.
Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in higher education, 27(1), 53-64
Hodgson, C., & Pyle, K. (2010). A literature review of Assessment for Learning in science. Slough: Nfer.
McManus, S. (2008). Attributes of effective formative assessment. Washington, DC: Council of Chief State School Officers.
Miller, D., & Lavin, F. (2007). ‘But now I feel I want to give it a try’: formative assessment, self-esteem and a sense of competence. The Curriculum Jour-nal, 18(1), 3-25.
National Research Council. (2001). Classroom assessment and the national science education standards. National Academies Press.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Ozan, C., & Kıncal, R. Y. (2018). The Ef-fects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills. Educational Scienc-es-Theory & Practice, 18(1), 85-118.
Ramsden, P. (2003). Learning to teach in higher education. New York: Routledge Falmer.
Philhower, J. (2018). Investigating High School Mathematics Teachers' Formative Assessment Practices (Doctoral dissertation, Michigan State Univer-sity).
Popham. W. J, (2008). Classroom As-sessment: What Teachers Need to Know, 5th ed., Boston: Allyn and Bacon
Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.
Rohrer, D., & Pashler, H. (2010). Recent research on human learning chal-lenges conventional instructional strategies. Educational Research-er, 39(5), 406-412
Sach, E. (2015). An exploration of teachers' narratives: what are the facilitators and constraints which promote or inhibit ‘good’formative assessment practices in schools?. Education 3-13, 43(3), 322-335.
Schneider, M. C., & Randel, B. (2010). Research on characteristics of effec-tive professional development pro-grams for enhancing educators’ skills in formative assessment. In H. L. Andrade& G. J. Cizek (Eds.), Handbook of formative assessment (pp. 251–276). UK. Abingdon: Routledge.
Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds)., Perspec-tives of curriculum evaluation (pp. 39-83). Chicago, IL: Rand McNally & Company.
Segers, M., Dochy, F., & Cascallar, E. (2003). The era of assessment engi-neering: Changing perspectives on teaching and learning and the role of new modes of assessment. In Optimising new modes of assessment: In search of qualities and standards (pp. 1-12). Springer Netherlands.
Shepard, L. A. (2000). The role of assess-ment in a learning cul-ture. Educational researcher, 29(7), 4-14.
Shepard, L. A. (2006). Classroom assess-ment. Educational measurement, 4, 623-646.
Shute, V. J., & Kim, Y. J. (2014). Formative and stealth assessment. In Handbook of research on educational communica-tions and technology (pp. 311-321). Springer New York.
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learn-ing. Phi Delta Kappan, 83(10), 758-765.
Stobart, G. (2008). Testing times: The uses and abuses of assessment. Routledge.
Struyf, E., Vandenberghe, R., & Lens, W. (2001). The Evaluation Practice of Teachers as a Learning Opportunity for Students. Studies in Educational Evaluation, 27(3), 215-38.
Taras, M. (2005). Assessment–summative and formative–some theoretical re-flections. British journal of educational studies, 53(4), 466-478.
Ministry of Education. (2018). The national framework of assessing students' learn-ing. Publication of the national de-partment of educational assessment. Oman.
Tolley, L. M. (2016). Assessing formative assessment: An examination of second-ary English/language arts teachers' practices (Doctoral dissertation, Sy-racuse University).
Van de Watering, G., Gijbels, D., Dochy, F., & Van der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their re-lationships to study results. Higher Education, 56(6), 645.
Vingsle, C. (2014). Formative assessment: Teacher knowledge and skills to make it happen (Doctoral dissertation, Umeå universitet).
Vlachou, M. A. (2015). Does assessment for learning work to promote student learning? The England para-digm. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88(3), 101-107.
Vlachou, M. A. (2018). Classroom as-sessment practices in middle school science lessons: A study among Greek science teachers. Cogent Edu-cation, 5(1), 1455633.
Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747-760.
Wiliam, D. (2011). Embedded formative as-sessment. U.S.A. Solution Tree Press.
Wiliam, D., & Thompson, M. (2017). In-tegrating assessment with instruc-tion: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.
Wuest, D. A., & Fisette, J. L. (2012). Foun-dations of physical education, exercise science, and sport (17th ed.). New York, NY: McGraw-Hill.
Yan, Z., & Cheng, E. C. K. (2015). Primary teachers' attitudes, intentions and practices regarding formative as-sessment. Teaching and Teacher Edu-cation, 45, 128-136.
Zaldivar, M., Summers, T., & Watson, C. E. (2013). Balancing learning and as-sessment: a study of Virginia tech’s use of ePortfolios. ePortfolio perfor-mance support systems: Constructing, presenting, and assessing portfolios, 221-239.