The evaluation practice of teachers as a learning opportunity for students

Studies in Educational Evaluation

Volumn 27, Issue 3, 2001, Pages 215-238

  Struyf, E ^a   Vandenberghe, R ^a   Lens, W ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035636364     PISSN: 0191491X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0191-491X(01)00027-X     Document Type: Article

References (35)

1. Birenbaum, M. (1994). Towards adaptive assessment - The students' angle. Studies in Educational Evaluation, 20, 239-255.
2. Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F. Dochy (Eds.), Alternativen in Assessment of Achievements, Learning Processes and Prior Knowledge (pp. 3-29). Boston: Kluwer.
3. Black, P. (1995). Assessment and feedback in science education. Studies in Educational Evaluation, 21, 257-279.
4. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
5. Brookhart, S.M. (1993). Teachers' grading practices: Meaning and values. Journal of Educational Measurement, 30(2), 133-142.
6. Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, Learning and Instruction. Essays in Honor of Robert Glaser (pp. 452-494). Hillsdale, NJ: Erlbaum.
7. Cox, K.B. (1995, April). What counts in english class? Selected findings from a statewide study of California high school teachers. Paper presented at the Annual Meeting of the American Education Research Association, San Francisco.
8. De Corte, E. (1990). Towards powerful learning environments. Journal of Psychology of Education, 5(1), 5-19.
9. Dembo, M.H. (1994). Applying Educational Psychology. Fifth Edition. New York: Longman.
10. Gipps, C.V. (1994). Beyond Testing, Towards a Theory of Educational Assessment. London: Falmer.
11. Harten, W., Gipps, C., Broadfoot, P., & Nutall, D. (1992). Assessment and the improvement of education. The Curriculum Journal, 3(3), 215-230.
12. Harlen, W., & James, M. (1996, April). Creating a positive impact of assessment on learning. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
13. Harris, D., & Bell, C. (1990) Evaluating and Assessing for Learning. London; New York: Kogan Page-Nochols.
14. Haydel, J.B., Oescher, J., Kirby, P.C., & Brooks, C.R. (1997, March). Measuring the evaluative culture of classrooms. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
15. Huba, M.E. (1996, April). Teachers' perspectives on teaching and assessing in their classrooms: Implications for educational measurement professionals. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
16. Kimmel, J.R., James, S.N., Brogden, W.B., & Brogden, R. (1986). FYI 3000 Plus. User's Manual. Austin: Software Marketing Associates.
17. Leonard, W.J., & Gerace, W.J. (1994). Exams as a learning experience for students and teachers. Paper presented at the AAPT, Notre Dame.
18. Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis. An Expanded Sourcebook. Thousand Oaks: Sage.
19. Neuwahl, N.M.E. (1993). De betekenissen die leerlingen geven aan verschillende soorten feedback [The meaning students attach to different types of feedback]. In M.J.C. Mommers, W.J. van der Linden, J.J. Peters & W. Tomic (Eds.), Onderwijskunde in de Klas [Educational Psychology in the Classroom] (pp. 163-176). Lisse: Swets & Zeitlinger.
20. Nitko, A.J. (1989). Designing tests that are integrated with instruction. In R.L. Linn (Ed.), Educational Measurement (pp. 447-474). New York: Macmillan.
21. Riding, R. (1990). Future trends in assessment. In R. Riding & S. Butterfield (Eds.), Assessment and Examination in the Secondary School. A Practical Guide for Teachers and Trainers (pp. 226-240). London: Routledge.
22. Sadler, R. (1983). Evaluation and the improvement of academic learning. Journal of Higher Education, 54 (1), 60-79.
23. Sadler, R. (1989). Formative assesments and the design of instructional systems. Instructional Science, 18, 119-144.
24. Sadler, R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5 (1), 77-84.
25. Slavin, R.E. (1988). Educational Psychology: Theory and Practice. Englewood Cliffs, N.J.: Prentice Hall.
26. Struyf, E. (1998). Evalueren in het Secundair Onderwijs. Een Empirisch Onderzoek naar Evaluatiepraktijk, Evaluatiebeleid, Doelgerichtheid en Cognitieve Verwerking bij Leerlingen [Evaluation in the Secondary School. An Empirical Study of the Evaluation Practice, the Evaluation Policy, the Goal Orientation and the Level of Cognitive Processing of Students]. Unpublished doctoral disseration, University of Leuven, Leuven, Belgium.
27. Struyf, E. (2000). Evalueren: Een Leerkans voor Leraren en Leerlingen. Over de Evaluatiepraktijk in de Klas en het Evaluatiebeleid op School [Evaluation: A Learning Opportunity for Teachers and Students. About the Evaluation Practice in the Classroom and the Evaluation Policy of the School] (Studia Paedagogica nr. 26). Leuven: Leuven University Press.
28. Struyf, E., Vandenberghe, R, & Lens, W. (1997a). De Evaluatiepraktijk van Leerkrachten van het Secundair Onderwijs. Onderzoek 1 [The Evaluation Practice of Secondary School Teachers. Study 1.] (Internal report). Leuven: Centre for Educational Policy and Innovation, K.U. Leuven.
29. Struyf, E., Vandenberghe, R., & Lens, W. (March, 1997b). Formative evaluation reconsidered: Secondary school teachers' evaluation practice as a learning opportunity for students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago (ERIC-Document: TM026915).
30. Struyf, E., Vandenberghe, R., & Lens, W. (1999a). Het formatieve en summatieve karakter van schriftelijke toetsen [The formative and summative character of teacher made written tests]. Handboek Leerlingbegeleiding, 25, 21-36.
31. Struyf, E., Vandenberghe, R., & Lens, W. (1999b). Recente ontwikkelingen in het denken over evaluatie [Recent developments in the literature on evaluation]. Handboek Leerlingbegeleiding, 25, 37-54.
32. Torrance, H., & Pryor, J. (1995, April). Making sense of 'formative assessment': Investigating the integration of assessment with teaching and learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
33. Tunstall, P., & Gipps, C. (1996, April). Feedback and formative assessment: Children's perceptions. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
34. Wiliam, D., & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 22 (5), 537-548.
35. Wolf, D., Bixby, J., Glenn, J., & Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. Review of Research in Education, 17, 31-74.