Formative assessment and the design of instructional systems

Instructional Science

Volumn 18, Issue 2, 1989, Pages 119-144

  Sadler, D Royce ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039921137     PISSN: 00204277     EISSN: 15731952     Source Type: Journal    
DOI: 10.1007/BF00117714     Document Type: Article

References (39)

1. Creativity or quality: a deceptive choice
2. Individualized goal-setting, self-evaluation, and peer evaluation
3. Assessment for learning
4. Holistic evaluation of writing
5. Contrast effects in evaluating essays
6. Written composition: toward a theory of evaluation
7. The effect of the quality of preceding responses on the grades assigned to subsequent responses to an essay question
8. Adaptation level theory
9. Feedback in written instruction
10. Timing of feedback and verbal learning
11. Goal setting and task performance: 1969–1980
12. This thing called evaluation
13. Procedures for evaluating writing: assumptions and needed research
14. The student editing method
15. On the definition of feedback
16. Intuitive data processing as a potential source of bias in naturalistic evaluations
17. Evaluation criteria as control variables in the design of instructional systems
18. Evaluation and the improvement of academic learning
19. The origins and functions of evaluative criteria
20. Specifying and promulgating achievement standards
21. On writing and books, LXXIX
22. Peer grading: some promising advantages for composition research and the classroom
23. Intransitivity of preferences