Absolum, M. (2006). Clarity in the classroom: using formative assessment building learning-focused relationships. Hodder Education.
Airasian, P., & Russell, M. (2008). Classroom assessment: concepts and applications (6th ed). McGraw-Hill Higher Education.
Airasian, P. W., & Russell, M. K. (2008a). Appropriate assessments: Valid and reliable. In Classroom assessment: concepts and applications (6th ed, pp. 15–20). McGraw-Hill Higher Education. https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c
Airasian, P. W., & Russell, M. K. (2008b). Appropriate assessments: Valid and reliable. In Classroom assessment: concepts and applications (6th ed, pp. 15–20). McGraw-Hill Higher Education. https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c
Airasian, P. W., & Russell, M. K. (2008c). Classroom assessment: concepts and applications (6th ed). McGraw-Hill Higher Education.
Alcock, S. (n.d.). Reconceptualising child observation: Prioritising subjectivity. The First Years Ngā Tau Tuatahi, 14(1), 10–13.
Arndt, S., & Tesar, M. (n.d.). Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. https://www.researchgate.net/publication/294470824_Early_childhood_assessment_in_Aotearoa_New_Zealand_Critical_perspectives_and_fresh_openings
Booth, B., Hill, M., & Dixon, H. (n.d.). The assessment-capable teacher: Are we all on the same page? Assessment Matters 6: 2014. https://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/assessment-capable-teacher-are-we-all-same-page
Broadfoot, P. & Assessment Reform Group. (2002a). Assessment for learning: 10 principles : research-based principles to guide classroom practice [Electronic resource]. Assessment Reform Group. http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
Broadfoot, P. & Assessment Reform Group. (2002b). Assessment for learning: 10 principles : research-based principles to guide classroom practice [Electronic resource]. Assessment Reform Group. http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
Broadfoot, P. & Assessment Reform Group. (2002c). Assessment for learning: 10 principles : research-based principles to guide classroom practice [Electronic resource]. Assessment Reform Group. http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
Broadfoot, P. & Assessment Reform Group. (2002d). Assessment for learning: 10 principles : research-based principles to guide classroom practice [Electronic resource]. Assessment Reform Group. http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
C. Garrison, & M.Ehringhaus. (2007a). Formative and Summative Assessments in the Classroom. http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx
C. Garrison, & M.Ehringhaus. (2007b). Formative and Summative Assessments in the Classroom. http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx
Carr, M. (2004). Keeping it complex. In Assessment in early childhood education: Keeping it complex, keeping it connected, keeping it credible (pp. 5–15). Te Tari Puna Ora o Aotearoa, N.Z. Childcare Association.
Carr, M., & Lee, W. (2012). Learning stories: constructing learner identities in early education. SAGE. https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=880780&ppg=79
Clarke, S. (2005a). Creating a learning culture in which formative assessment can exist. In Formative assessment in the secondary classroom. Hodder & Stoughton.
Clarke, S. (2005b). Peer and self-assessment. In Formative assessment in the secondary classroom. Hodder & Stoughton.
Cowie, B., & Bell, B. (1999a). A Model of Formative Assessment in Science Education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026
Cowie, B., & Bell, B. (1999b). A Model of Formative Assessment in Science Education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026
Cowie, B., & Bell, B. (1999c). A Model of Formative Assessment in Science Education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026
Dalli, C., & Doyle, K. (2011). Eyes wide open: How teachers of infants and toddlers recognise learning. Ngā Tau Tuatahi. The First Years: New Zealand Journal of Infant and Toddler Education, 13(2).
Darr, C. (n.d.). Getting our heads around percentiles. set 2007: no. 1. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/getting-our-heads-around-percentiles
Darr, C. (2005a). A hitchhiker’s guide to reliability. 3. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability
Darr, C. (2005b). A hitchhiker’s guide to reliability. 3. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability
Darr, C. (2005c). A hitchhiker’s guide to reliability. 3. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability
Darr, C. (2005d). A hitchhiker’s guide to validity. 2. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity
Darr, C. (2005e). A hitchhiker’s guide to validity. 2. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity
Darr, C. (2005f). A hitchhiker’s guide to validity. 2. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity
Davies, A., & Hill, M. (2009). Making classroom assessment work (New Zealand ed). NZCER Press.
Dixon, H., Hawe, E., & Parr, J. (2011). Enacting Assessment for Learning: the beliefs practice nexus. Assessment in Education: Principles, Policy & Practice, 18(4), 365–379. https://doi.org/10.1080/0969594X.2010.526587
Duchesne, S., & McMaugh, A. (2016). Educational psychology for learning and teaching (5th edition). Cengage Learning. https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=4770960&ppg=515
Florez, M, & Sammons, P. (n.d.). Assessment for learning: Effects and impact. https://files.eric.ed.gov/fulltext/ED546817.pdf
Harlen, W. (2007a). Assessment of learning. SAGE. http://sk.sagepub.com.ezproxy.auckland.ac.nz/books/assessment-of-learning/n5.xml#d59
Harlen, W. (2007b). Assessment of learning. SAGE. http://sk.sagepub.com.ezproxy.auckland.ac.nz/books/assessment-of-learning/n5.xml
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. http://www.jstor.org.ezproxy.auckland.ac.nz/stable/4624888?seq=1#page_scan_tab_contents
Hawe, E., Dixon, H., Watson, E. (2008). Oral feedback in the context of written language. Australian Journal of Language & Literacy, 31(1), 43–58. http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=28399416&site=ehost-live&scope=site
Hedges, Helen; Jones, Sarah. (n.d.). Children’s working theories: The neglected sibling of Te Whariki’s learning outcomes. Early Childhood Folio, 16(1), 34–39. http://search.informit.com.au.ezproxy.auckland.ac.nz/documentSummary;res=IELHSS;dn=470751628072175
Hill, M., Thrupp, M., & ProQuest (Firm). (2019). The professional practice of teaching in New Zealand (6e ed.). Cengage Learning. https://ebookcentral.proquest.com/lib/auckland/detail.action?docID=6135917
Hipkins, R. (n.d.). Reflections on being "labelled” by National Standards. set 2010: no. 3. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/reflections-being-labelled-national-standards
Joyce, C. (2006). Which assessment tool? Set, 1. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/which-assessment-tool
Keryn Davis, Carol Bird, Robyn O’Connor, Helen Rees, Stephanie Spencer, Vanessa Paki, and Sally Peters. (2015). Beyond the gate: A case study of dispositional learning from kindergarten to school. Early Childhood Folio, 19(1). http://dx.doi.org.ezproxy.auckland.ac.nz/10.18296/ecf.0005
Knight, N. (n.d.). Teacher feedback to students in numeracy lessons: Are students getting good value? set 2003: no. 3. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/teacher-feedback-students-numeracy-lessons-are-students-getting-good-value
Maria Cooper, Helen Hedges, Lindy Ashurst, Bianca Harper, Daniel Lovatt, Trish Murphy, and Niky Spanhake. (2014). Transforming relationships and curriculum: Visiting family homes. The Early Childhood Folio, 18(1). https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/transforming-relationships-and-curriculum-visiting-family
Miller, M., Linn, R., Gronlund, N., & Linn, R. (2009). Measurement and assessment in teaching (10th ed). Merrill/Pearson.
New Zealand. Ministry of Education. (2007). The New Zealand curriculum. Published for the Ministry of Education by Learning Media. http://nzcurriculum.tki.org.nz/content/download/866/6081/file/Curr%20-TEXT.pdf
New Zealand. Ministry of Education. (2011). Ministry of Education position paper: assessment (schooling sector) = Ko te whārangi takotoranga ārunga, ā Te Tāhuhu o te Mātauranga, te matekitenga. Ministry of Education. http://assessment.tki.org.nz/Media/Files/Ministry-of-Education-Position-Paper-Assessment-Schooling-Sector-2011
New Zealand. Ministry of Education & New Zealand. Ministry of Education. Group Māori. (2008). Ka hikitia: managing for success : the Māori education strategy, 2008-2012 [Electronic resource]. Group Māori, Ministry of Education. http://ndhadeliver.natlib.govt.nz/content-aggregator/getIEs?system=ilsdb&id=1286884
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. https://doi.org/10.1080/03075070600572090
Ovens, A., Garbett, D., & Heap, R. (2015). Using assessment to enhance learning for the Net Generation. In C. Koh (Ed.), Motivation, leadership and curriculum design: engaging the Net Generation and 21st century learners. Springer. http://link.springer.com.ezproxy.auckland.ac.nz/chapter/10.1007/978-981-287-230-2_14
Pam Thomas, Mei Kuin Lai, Viviane Robinson, Justine Agbede, and Magdalene Pythian. (n.d.). Reporting to parents. set 2003: no. 1. https://www.nzcer.org.nz/nzcerpress/set/articles/reporting-parents
Parr, J., & Timperley, H. (2008). Teachers, schools and using evidence: Considerations of preparedness. Assessment in Education: Principles, Policy & Practice, 15(1), 57–71. https://doi.org/10.1080/09695940701876151
Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B. (2016). Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification. Physical Education and Sport Pedagogy, 21(5), 459–480. https://doi.org/10.1080/17408989.2015.1095870
Sadler, D. R. (1998a). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–84. https://doi.org/10.1080/0969595980050104
Sadler, D. R. (1998b). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–84. https://doi.org/10.1080/0969595980050104
Sandy Farquhar, M. T. (2015). A day in the life of a newly qualified infant/toddler teacher. The First Years Journal, 17(1).
Timperley, H., & Parr, J. (2004). Using evidence in teaching practice: implications for professional learning (1st ed). Hodder Moa Beckett.
Wright, J., MacDonald, D., & Burrows, L. (2004). Critical inquiry and problem-solving in physical education. Routledge. https://www.tandfebooks.com/isbn/9781315016085
