Changing classroom practice

Educational Leadership

Volumn 65, Issue 4, 2007, Pages 36-42

  Wiliam, Dylan ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38049168636     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (13)

1. Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7-73.
2. Ciofalo, J. F., & Leahy, S. (2006, April). Personal action plans: Helping to adapt and modify techniques. Paper presented at the annual meeting of the American Educational Research Association. San Francisco.
3. Clymer, J. B., & Wiliam, D. (2006/2007). Improving the way we grade science. Educational Leadership, 64(4), 36-42.
4. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481.
5. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a metaanalysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
6. Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute-by-minute and day-by-day. Educational Leadership, 63(3), 18-24.
7. Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22(2), 155-175.
8. Nyquist, J. B. (2003). The benefits of reconstruing feedback as a larger system of formative assessment: A meta-analysis. Unpublished masters thesis, Vanderbilt University, Nashville, TN.
9. Popham, W.J. (2006). Phony formative assessments: Buyer beware! Educational Leadership, 64(3), 86-87.
10. Rowe, M. B. (1974). Wait time and rewards as instructional variables, their influence in language, logic, and fate control: Part 1. Wait time. Journal of Research in Science Teaching, 11(2), 81-94.
11. Shepard, L. A. (2007). Formative assessment: Caveat emptor. In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 279-303). Mahwah, NJ: Erlbaum.
12. Tobin, K. G. (1984, April). Improving the quality of teacher and student discourse in middle school grades. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.
13. Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D. B. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 183-204). Bloomington, IN: Solution Tree.