Bibliography for EDPROFST214 - Assessment for Teaching and Learning

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

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M. Miller, R. Linn, N. Gronlund, and R. Linn, Measurement and assessment in teaching, 10th ed. Upper Saddle River, N.J.: Merrill/Pearson, 2009.

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

[6]
Darr, C, ‘A hitchhiker’s guide to reliability’, no. 3, 2005 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability

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Darr, C, ‘A hitchhiker’s guide to validity’, no. 2, 2005 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity

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C. Garrison and M.Ehringhaus, ‘Formative and Summative Assessments in the Classroom’, 2007. [Online]. Available: http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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

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C. Joyce, ‘Which assessment tool?’, Set, no. 1, 2006 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/which-assessment-tool

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

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

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C. Garrison and M.Ehringhaus, ‘Formative and Summative Assessments in the Classroom’, 2007. [Online]. Available: http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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

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B. Cowie and B. Bell, ‘A Model of Formative Assessment in Science Education’, Assessment in Education: Principles, Policy & Practice, vol. 6, no. 1, pp. 101–116, 1999, doi: 10.1080/09695949993026.

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

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H. Dixon, E. Hawe, and J. Parr, ‘Enacting Assessment for Learning: the beliefs practice nexus’, Assessment in Education: Principles, Policy & Practice, vol. 18, no. 4, pp. 365–379, Nov. 2011, doi: 10.1080/0969594X.2010.526587.

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

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Hawe, E., Dixon, H., Watson, E, ‘Oral feedback in the context of written language.’, Australian Journal of Language & Literacy, vol. 31, no. 1, pp. 43–58, 2008 [Online]. Available: http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=28399416&site=ehost-live&scope=site

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D. J. Nicol and D. Macfarlane‐Dick, ‘Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, vol. 31, no. 2, pp. 199–218, Apr. 2006, doi: 10.1080/03075070600572090.

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D. R. Sadler, ‘Formative Assessment: revisiting the territory’, Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, pp. 77–84, Mar. 1998, doi: 10.1080/0969595980050104.

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Knight, N., ‘Teacher feedback to students in numeracy lessons: Are students getting good value?’, no. set 2003: no. 3 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/teacher-feedback-students-numeracy-lessons-are-students-getting-good-value

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J. Parr and H. Timperley, ‘Teachers, schools and using evidence: Considerations of preparedness’, Assessment in Education: Principles, Policy & Practice, vol. 15, no. 1, pp. 57–71, 2008, doi: 10.1080/09695940701876151.

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H. Timperley and J. Parr, Using evidence in teaching practice: implications for professional learning, 1st ed. Auckland, N.Z.: Hodder Moa Beckett, 2004.

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[35]
D. R. Sadler, ‘Formative Assessment: revisiting the territory’, Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, pp. 77–84, Mar. 1998, doi: 10.1080/0969595980050104.

[36]
B. Cowie and B. Bell, ‘A Model of Formative Assessment in Science Education’, Assessment in Education: Principles, Policy & Practice, vol. 6, no. 1, pp. 101–116, 1999, doi: 10.1080/09695949993026.

[37]
A. Ovens, D. Garbett, and R. Heap, ‘Using assessment to enhance learning for the Net Generation’, in Motivation, leadership and curriculum design: engaging the Net Generation and 21st century learners, C. Koh, Ed. Singapore: Springer, 2015 [Online]. Available: http://link.springer.com.ezproxy.auckland.ac.nz/chapter/10.1007/978-981-287-230-2_14

[38]
P. Broadfoot and Assessment Reform Group, Assessment for learning: 10 principles : research-based principles to guide classroom practice. [Cambridge]: Assessment Reform Group, 2002 [Online]. Available: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf

[39]
P. Broadfoot and Assessment Reform Group, Assessment for learning: 10 principles : research-based principles to guide classroom practice. [Cambridge]: Assessment Reform Group, 2002 [Online]. Available: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf

[40]
S. Clarke, ‘Peer and self-assessment’, in Formative assessment in the secondary classroom, London: Hodder & Stoughton, 2005.

[41]
S. Clarke, ‘Creating a learning culture in which formative assessment can exist’, in Formative assessment in the secondary classroom, London: Hodder & Stoughton, 2005.

[42]
P. W. Airasian and M. K. Russell, ‘Appropriate assessments: Valid and reliable’, in Classroom assessment: concepts and applications, 6th ed., Boston: McGraw-Hill Higher Education, 2008, pp. 15–20 [Online]. Available: https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c

[43]
W. Harlen, Assessment of learning. Los Angeles: SAGE, 2007 [Online]. Available: http://sk.sagepub.com.ezproxy.auckland.ac.nz/books/assessment-of-learning/n5.xml

[44]
Darr, C, ‘A hitchhiker’s guide to validity’, no. 2, 2005 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity

[45]
Darr, C, ‘A hitchhiker’s guide to reliability’, no. 3, 2005 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability

[46]
P. W. Airasian and M. K. Russell, ‘Appropriate assessments: Valid and reliable’, in Classroom assessment: concepts and applications, 6th ed., Boston: McGraw-Hill Higher Education, 2008, pp. 15–20 [Online]. Available: https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c

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Darr, C, ‘A hitchhiker’s guide to validity’, no. 2, 2005 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity

[48]
Darr, C, ‘A hitchhiker’s guide to reliability’, no. 3, 2005 [Online]. Available: http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability

[49]
P. Broadfoot and Assessment Reform Group, Assessment for learning: 10 principles : research-based principles to guide classroom practice. [Cambridge]: Assessment Reform Group, 2002 [Online]. Available: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf

[50]
S. Arndt and M. Tesar, ‘Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings’ [Online]. Available: https://www.researchgate.net/publication/294470824_Early_childhood_assessment_in_Aotearoa_New_Zealand_Critical_perspectives_and_fresh_openings

[51]
C. Dalli and K. Doyle, ‘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, vol. 13, no. 2, 2011.

[52]
M. Carr, ‘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, 2004, pp. 5–15.

[53]
M. T. Sandy Farquhar, ‘A day in the life of a newly qualified infant/toddler teacher.’, The First Years Journal, vol. 17, no. 1, 2015.

[54]
Keryn Davis, Carol Bird, Robyn O’Connor, Helen Rees, Stephanie Spencer, Vanessa Paki, and Sally Peters, ‘Beyond the gate: A case study of dispositional learning from kindergarten to school’, Early Childhood Folio, vol. 19, no. 1, 2015 [Online]. Available: http://dx.doi.org.ezproxy.auckland.ac.nz/10.18296/ecf.0005

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Hedges, Helen; Jones, Sarah, ‘Children’s working theories: The neglected sibling of Te Whariki’s learning outcomes’, Early Childhood Folio, vol. 16, no. 1, pp. 34–39 [Online]. Available: http://search.informit.com.au.ezproxy.auckland.ac.nz/documentSummary;res=IELHSS;dn=470751628072175

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

[57]
M. Carr and W. Lee, Learning stories: constructing learner identities in early education. London: SAGE, 2012 [Online]. Available: https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=880780&ppg=79

[58]
Maria Cooper, Helen Hedges, Lindy Ashurst, Bianca Harper, Daniel Lovatt, Trish Murphy, and Niky Spanhake, ‘Transforming relationships and curriculum: Visiting family homes’, The early childhood folio, vol. 18, no. 1, 2014 [Online]. Available: https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/transforming-relationships-and-curriculum-visiting-family

Bibliography for EDPROFST214 - Assessment for Teaching and Learning BETA