Bibliography for EDPROFST214 - Assessment for Teaching and Learning BETA

Absolum, M. (2006) Clarity in the classroom: using formative assessment building learning-focused relationships. Auckland, N.Z.: Hodder Education.

Airasian, P. and Russell, M. (2008) Classroom assessment: concepts and applications. 6th ed. Boston: McGraw-Hill Higher Education.

Airasian, P.W. and Russell, M.K. (2008a) ‘Appropriate assessments: Valid and reliable’, in Classroom assessment: concepts and applications. 6th ed. Boston: McGraw-Hill Higher Education, pp. 15–20. Available at: https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c.

Airasian, P.W. and Russell, M.K. (2008b) ‘Appropriate assessments: Valid and reliable’, in Classroom assessment: concepts and applications. 6th ed. Boston: McGraw-Hill Higher Education, pp. 15–20. Available at: https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c.

Airasian, P.W. and Russell, M.K. (2008c) Classroom assessment: concepts and applications. 6th ed. Boston: McGraw-Hill Higher Education.

Alcock, S. (no date) ‘Reconceptualising child observation: Prioritising subjectivity’, The First Years Ngā Tau Tuatahi, 14(1), pp. 10–13.

Arndt, S. and Tesar, M. (no date) ‘Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings’. Available at: https://www.researchgate.net/publication/294470824_Early_childhood_assessment_in_Aotearoa_New_Zealand_Critical_perspectives_and_fresh_openings.

Booth, B., Hill, M., & Dixon, H. (no date) ‘The assessment-capable teacher: Are we all on the same page?’, (Assessment Matters 6: 2014). Available at: https://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/assessment-capable-teacher-are-we-all-same-page.

Broadfoot, P. and Assessment Reform Group (2002a) Assessment for learning: 10 principles : research-based principles to guide classroom practice [electronic resource]. [Cambridge]: Assessment Reform Group. Available at: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

Broadfoot, P. and Assessment Reform Group (2002b) Assessment for learning: 10 principles : research-based principles to guide classroom practice [electronic resource]. [Cambridge]: Assessment Reform Group. Available at: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

Broadfoot, P. and Assessment Reform Group (2002c) Assessment for learning: 10 principles : research-based principles to guide classroom practice [electronic resource]. [Cambridge]: Assessment Reform Group. Available at: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

Broadfoot, P. and Assessment Reform Group (2002d) Assessment for learning: 10 principles : research-based principles to guide classroom practice [electronic resource]. [Cambridge]: Assessment Reform Group. Available at: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

C. Garrison and M.Ehringhaus (2007a) Formative and Summative Assessments in the Classroom. Available at: http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx.

C. Garrison and M.Ehringhaus (2007b) Formative and Summative Assessments in the Classroom. Available at: 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. Wellington, N.Z.: Te Tari Puna Ora o Aotearoa, N.Z. Childcare Association, pp. 5–15.

Carr, M. and Lee, W. (2012) Learning stories: constructing learner identities in early education. London: SAGE. Available at: 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. London: Hodder & Stoughton.

Clarke, S. (2005b) ‘Peer and self-assessment’, in Formative assessment in the secondary classroom. London: Hodder & Stoughton.

Cowie, B. and Bell, B. (1999a) ‘A Model of Formative Assessment in Science Education’, Assessment in Education: Principles, Policy & Practice, 6(1), pp. 101–116. Available at: https://doi.org/10.1080/09695949993026.

Cowie, B. and Bell, B. (1999b) ‘A Model of Formative Assessment in Science Education’, Assessment in Education: Principles, Policy & Practice, 6(1), pp. 101–116. Available at: https://doi.org/10.1080/09695949993026.

Cowie, B. and Bell, B. (1999c) ‘A Model of Formative Assessment in Science Education’, Assessment in Education: Principles, Policy & Practice, 6(1), pp. 101–116. Available at: https://doi.org/10.1080/09695949993026.

Dalli, C. and 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 (2005a) ‘A hitchhiker’s guide to reliability’, (3). Available at: 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). Available at: 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). Available at: 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). Available at: 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). Available at: 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). Available at: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity.

Darr, C (no date) ‘Getting our heads around percentiles’, (set 2007: no. 1). Available at: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/getting-our-heads-around-percentiles.

Davies, A. and Hill, M. (2009) Making classroom assessment work. New Zealand ed. Wellington, N.Z.: NZCER Press.

Dixon, H., Hawe, E. and Parr, J. (2011) ‘Enacting Assessment for Learning: the beliefs practice nexus’, Assessment in Education: Principles, Policy & Practice, 18(4), pp. 365–379. Available at: https://doi.org/10.1080/0969594X.2010.526587.

Duchesne, S. and McMaugh, A. (2016) Educational psychology for learning and teaching. 5th edition. South Melbourne, Vic: Cengage Learning. Available at: https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=4770960&ppg=515.

Florez, M and Sammons, P (no date) Assessment for learning: Effects and impact. Available at: https://files.eric.ed.gov/fulltext/ED546817.pdf.

Harlen, W. (2007a) Assessment of learning. Los Angeles: SAGE. Available at: http://sk.sagepub.com.ezproxy.auckland.ac.nz/books/assessment-of-learning/n5.xml#d59.

Harlen, W. (2007b) Assessment of learning. Los Angeles: SAGE. Available at: 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), pp. 81–112. Available at: 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), pp. 43–58. Available at: 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 (no date) ‘Children’s working theories: The neglected sibling of Te Whariki’s learning outcomes’, Early Childhood Folio, 16(1), pp. 34–39. Available at: http://search.informit.com.au.ezproxy.auckland.ac.nz/documentSummary;res=IELHSS;dn=470751628072175.

Hill, M., Thrupp, M., and ProQuest (Firm) (2019) The professional practice of teaching in New Zealand. 6e edn. South Melbourne, Victoria, Australia: Cengage Learning. Available at: https://ebookcentral.proquest.com/lib/auckland/detail.action?docID=6135917.

Hipkins, R. (no date) ‘Reflections on being "labelled” by National Standards’, (set 2010: no. 3). Available at: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/reflections-being-labelled-national-standards.

Joyce, C. (2006) ‘Which assessment tool?’, Set [Preprint], (1). Available at: 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). Available at: http://dx.doi.org.ezproxy.auckland.ac.nz/10.18296/ecf.0005.

Knight, N. (no date) ‘Teacher feedback to students in numeracy lessons: Are students getting good value?’, (set 2003: no. 3). Available at: 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). Available at: https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/transforming-relationships-and-curriculum-visiting-family.

Miller, M. et al. (2009) Measurement and assessment in teaching. 10th ed. Upper Saddle River, N.J.: Merrill/Pearson.

New Zealand. Ministry of Education (2007) The New Zealand curriculum. Wellington, N.Z.: Published for the Ministry of Education by Learning Media. Available at: 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. Wellington, N.Z.: Ministry of Education. Available at: http://assessment.tki.org.nz/Media/Files/Ministry-of-Education-Position-Paper-Assessment-Schooling-Sector-2011.

New Zealand. Ministry of Education and New Zealand. Ministry of Education. Group Māori (2008) Ka hikitia: managing for success : the Māori education strategy, 2008-2012 [electronic resource]. Wellington, [N.Z.]: Group Māori, Ministry of Education. Available at: http://ndhadeliver.natlib.govt.nz/content-aggregator/getIEs?system=ilsdb&id=1286884.

Nicol, D.J. and 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), pp. 199–218. Available at: https://doi.org/10.1080/03075070600572090.

Ovens, A., Garbett, D. and 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. Singapore: Springer. Available at: 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 (no date) ‘Reporting to parents’, (set 2003: no. 1). Available at: https://www.nzcer.org.nz/nzcerpress/set/articles/reporting-parents.

Parr, J. and Timperley, H. (2008) ‘Teachers, schools and using evidence: Considerations of preparedness’, Assessment in Education: Principles, Policy & Practice, 15(1), pp. 57–71. Available at: https://doi.org/10.1080/09695940701876151.

Renshaw, I. et al. (2016) ‘Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification’, Physical Education and Sport Pedagogy, 21(5), pp. 459–480. Available at: 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), pp. 77–84. Available at: https://doi.org/10.1080/0969595980050104.

Sadler, D.R. (1998b) ‘Formative Assessment: revisiting the territory’, Assessment in Education: Principles, Policy & Practice, 5(1), pp. 77–84. Available at: 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. and Parr, J. (2004) Using evidence in teaching practice: implications for professional learning. 1st ed. Auckland, N.Z.: Hodder Moa Beckett.

Wright, J., MacDonald, D. and Burrows, L. (2004) Critical inquiry and problem-solving in physical education. London: Routledge. Available at: https://www.tandfebooks.com/isbn/9781315016085.