Bibliography for EDPROFST214 - Assessment for Teaching and Learning BETA

Absolum, M. Clarity in the Classroom: Using Formative Assessment Building Learning-Focused Relationships. Hodder Education, 2006.

Airasian, P., and M. Russell. Classroom Assessment: Concepts and Applications. 6th ed, McGraw-Hill Higher Education, 2008.

Airasian, Peter W., and Michael K. Russell. ‘Appropriate Assessments: Valid and Reliable’. Classroom Assessment: Concepts and Applications, 6th ed, McGraw-Hill Higher Education, 2008, pp. 15–20, https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c.

---. ‘Appropriate Assessments: Valid and Reliable’. Classroom Assessment: Concepts and Applications, 6th ed, McGraw-Hill Higher Education, 2008, pp. 15–20, https://content.talisaspire.com/auckland/bundles/58583e294469ee3f2a8b457c.

---. Classroom Assessment: Concepts and Applications. 6th ed, McGraw-Hill Higher Education, 2008.

Alcock, Sophie. ‘Reconceptualising Child Observation: Prioritising Subjectivity’. The First Years Ngā Tau Tuatahi, vol. 14, no. 1, pp. 10–13.

Arndt, Sonja, and Marek Tesar. 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. The Assessment-Capable Teacher: Are We All on the Same Page? no. Assessment Matters 6: 2014, https://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/assessment-capable-teacher-are-we-all-same-page.

Broadfoot, Patricia and Assessment Reform Group. Assessment for Learning: 10 Principles : Research-Based Principles to Guide Classroom Practice. electronic resource, Assessment Reform Group, 2002, http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

---. Assessment for Learning: 10 Principles : Research-Based Principles to Guide Classroom Practice. electronic resource, Assessment Reform Group, 2002, http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

---. Assessment for Learning: 10 Principles : Research-Based Principles to Guide Classroom Practice. electronic resource, Assessment Reform Group, 2002, http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

---. Assessment for Learning: 10 Principles : Research-Based Principles to Guide Classroom Practice. electronic resource, Assessment Reform Group, 2002, http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf.

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

---. Formative and Summative Assessments in the Classroom. 2007, http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx.

Carr, Margaret. ‘Keeping It Complex’. Assessment in Early Childhood Education: Keeping It Complex, Keeping It Connected, Keeping It Credible, Te Tari Puna Ora o Aotearoa, N.Z. Childcare Association, 2004, pp. 5–15.

Carr, Margaret, and Wendy Lee. Learning Stories: Constructing Learner Identities in Early Education. SAGE, 2012, https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=880780&ppg=79.

Clarke, Shirley. ‘Creating a Learning Culture in Which Formative Assessment Can Exist’. Formative Assessment in the Secondary Classroom, Hodder & Stoughton, 2005.

---. ‘Peer and Self-Assessment’. Formative Assessment in the Secondary Classroom, Hodder & Stoughton, 2005.

Cowie, B., and B. Bell. ‘A Model of Formative Assessment in Science Education’. Assessment in Education: Principles, Policy & Practice, vol. 6, no. 1, 1999, pp. 101–16, https://doi.org/10.1080/09695949993026.

---. ‘A Model of Formative Assessment in Science Education’. Assessment in Education: Principles, Policy & Practice, vol. 6, no. 1, 1999, pp. 101–16, https://doi.org/10.1080/09695949993026.

---. ‘A Model of Formative Assessment in Science Education’. Assessment in Education: Principles, Policy & Practice, vol. 6, no. 1, 1999, pp. 101–16, https://doi.org/10.1080/09695949993026.

Dalli, Carmen, and Keryn 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.

Darr, C. A Hitchhiker’s Guide to Reliability. no. 3, 2005, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability.

---. A Hitchhiker’s Guide to Reliability. no. 3, 2005, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability.

---. A Hitchhiker’s Guide to Reliability. no. 3, 2005, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-reliability.

---. A Hitchhiker’s Guide to Validity. no. 2, 2005, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity.

---. A Hitchhiker’s Guide to Validity. no. 2, 2005, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity.

---. A Hitchhiker’s Guide to Validity. no. 2, 2005, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/hitchhiker-s-guide-validity.

---. Getting Our Heads around Percentiles. no. set 2007: no. 1, http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/getting-our-heads-around-percentiles.

Davies, A., and M. Hill. Making Classroom Assessment Work. New Zealand ed, NZCER Press, 2009.

Dixon, H., et al. ‘Enacting Assessment for Learning: The Beliefs Practice Nexus’. Assessment in Education: Principles, Policy & Practice, vol. 18, no. 4, Nov. 2011, pp. 365–79, https://doi.org/10.1080/0969594X.2010.526587.

Duchesne, Susan, and Anne McMaugh. Educational Psychology for Learning and Teaching. 5th edition, Cengage Learning, 2016, https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=4770960&ppg=515.

Florez, M, and Sammons, P. Assessment for Learning: Effects and Impact. https://files.eric.ed.gov/fulltext/ED546817.pdf.

Harlen, Wynne. Assessment of Learning. SAGE, 2007, http://sk.sagepub.com.ezproxy.auckland.ac.nz/books/assessment-of-learning/n5.xml#d59.

---. Assessment of Learning. SAGE, 2007, http://sk.sagepub.com.ezproxy.auckland.ac.nz/books/assessment-of-learning/n5.xml.

Hattie, J., & Timperley, H. ‘The Power of Feedback’. Review of Educational Research, vol. 77, no. 1, 2007, pp. 81–112, http://www.jstor.org.ezproxy.auckland.ac.nz/stable/4624888?seq=1#page_scan_tab_contents.

Hawe, E., Dixon, H., Watson, E. ‘Oral Feedback in the Context of Written Language.’ Australian Journal of Language & Literacy, vol. 31, no. 1, 2008, pp. 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. ‘Children’s Working Theories: The Neglected Sibling of Te Whariki’s Learning Outcomes’. Early Childhood Folio, vol. 16, no. 1, pp. 34–39, http://search.informit.com.au.ezproxy.auckland.ac.nz/documentSummary;res=IELHSS;dn=470751628072175.

Hill, Mary, et al. The Professional Practice of Teaching in New Zealand. 6e ed., Cengage Learning, 2019, https://ebookcentral.proquest.com/lib/auckland/detail.action?docID=6135917.

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

Joyce, C. ‘Which Assessment Tool?’ Set, no. 1, 2006, 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. ‘Beyond the Gate: A Case Study of Dispositional Learning from Kindergarten to School’. Early Childhood Folio, vol. 19, no. 1, 2015, http://dx.doi.org.ezproxy.auckland.ac.nz/10.18296/ecf.0005.

Knight, N. Teacher Feedback to Students in Numeracy Lessons: Are Students Getting Good Value? no. 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. ‘Transforming Relationships and Curriculum: Visiting Family Homes’. The Early Childhood Folio, vol. 18, no. 1, 2014, https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/transforming-relationships-and-curriculum-visiting-family.

Miller, M., et al. Measurement and Assessment in Teaching. 10th ed, Merrill/Pearson, 2009.

New Zealand. Ministry of Education. Ministry of Education Position Paper: Assessment (Schooling Sector) = Ko Te Whārangi Takotoranga Ārunga, Ā Te Tāhuhu o Te Mātauranga, Te Matekitenga. Ministry of Education, 2011, http://assessment.tki.org.nz/Media/Files/Ministry-of-Education-Position-Paper-Assessment-Schooling-Sector-2011.

---. The New Zealand Curriculum. Published for the Ministry of Education by Learning Media, 2007, http://nzcurriculum.tki.org.nz/content/download/866/6081/file/Curr%20-TEXT.pdf.

New Zealand. Ministry of Education and New Zealand. Ministry of Education. Group Māori. Ka Hikitia: Managing for Success : The Māori Education Strategy, 2008-2012. electronic resource, Group Māori, Ministry of Education, 2008, http://ndhadeliver.natlib.govt.nz/content-aggregator/getIEs?system=ilsdb&id=1286884.

Nicol, D. J., 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, Apr. 2006, pp. 199–218, https://doi.org/10.1080/03075070600572090.

Ovens, Alan, et al. ‘Using Assessment to Enhance Learning for the Net Generation’. Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners, edited by Caroline Koh, Springer, 2015, 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. Reporting to Parents. no. set 2003: no. 1, https://www.nzcer.org.nz/nzcerpress/set/articles/reporting-parents.

Parr, J., and H. Timperley. ‘Teachers, Schools and Using Evidence: Considerations of Preparedness’. Assessment in Education: Principles, Policy & Practice, vol. 15, no. 1, 2008, pp. 57–71, https://doi.org/10.1080/09695940701876151.

Renshaw, Ian, et al. ‘Why the Constraints-Led Approach Is Not Teaching Games for Understanding: A Clarification’. Physical Education and Sport Pedagogy, vol. 21, no. 5, Sept. 2016, pp. 459–80, https://doi.org/10.1080/17408989.2015.1095870.

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

---. ‘Formative Assessment: Revisiting the Territory’. Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, Mar. 1998, pp. 77–84, https://doi.org/10.1080/0969595980050104.

Sandy Farquhar, Marek Tesar. ‘A Day in the Life of a Newly Qualified Infant/Toddler Teacher.’ The First Years Journal, vol. 17, no. 1, 2015.

Timperley, H., and J. Parr. Using Evidence in Teaching Practice: Implications for Professional Learning. 1st ed, Hodder Moa Beckett, 2004.

Wright, Jan, et al. Critical Inquiry and Problem-Solving in Physical Education. Routledge, 2004, https://www.tandfebooks.com/isbn/9781315016085.