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Volumn 86, Issue 1, 2004, Pages 8-21

Working inside the black box: Assessment for learning in the classroom

Author keywords

[No Author keywords available]

Indexed keywords


EID: 4644319589     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408600105     Document Type: Review
Times cited : (487)

References (16)
  • 1
    • 85066196840 scopus 로고    scopus 로고
    • Assessment and classroom learning
    • March
    • Paul Black and Dylan Wiliam, "Assessment and Classroom Learning," Assessment in Education, March 1998, pp. 7-71.
    • (1998) Assessment in Education , pp. 7-71
    • Black, P.1    Wiliam, D.2
  • 3
    • 84987229103 scopus 로고
    • Wait time and rewards as instructional variables, their influence on language, logic, and fate control
    • Mary Budd Rowe, "Wait Time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control," Journal of Research in Science Teaching, vol. 11, 1974, pp. 81-94.
    • (1974) Journal of Research in Science Teaching , vol.11 , pp. 81-94
    • Rowe, M.B.1
  • 4
    • 0040144890 scopus 로고
    • Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance
    • Ruth Butler, "Enhancing and Undermining Intrinsic Motivation; The Effects of Task-Involving and Ego-Involving Evaluation on Interest and Performance," British Journal of Educational Psychology, vol. 58, 1988, pp. 1-14.
    • (1988) British Journal of Educational Psychology , vol.58 , pp. 1-14
    • Butler, R.1
  • 5
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Royce Sadler, "Formative Assessment and the Design of Instructional Systems," Instructional Science, vol. 18, 1989, pp. 119-44.
    • (1989) Instructional Science , vol.18 , pp. 119-144
    • Sadler, R.1
  • 6
    • 0007106103 scopus 로고    scopus 로고
    • Formative assessment: Revisiting the territory
    • Royce Sadler, "Formative Assessment: Revisiting the Territory," Assessment in Education, vol. 5, 1998, pp. 77-84.
    • (1998) Assessment in Education , vol.5 , pp. 77-84
    • Sadler, R.1
  • 7
    • 21844503582 scopus 로고
    • Student study techniques and the generation effect
    • See, for example, Paul W. Foos, Joseph J. Mora, and Sharon Tkacz, "Student Study Techniques and the Generation Effect," Journal of Educational Psychology, vol. 86, 1994, pp. 567-76; and Alison King, "Facilitating Elaborative Learning Through Guided Student-Generated Questioning," Educational Psychologist, vol. 27, 1992, pp. 111-26.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 567-576
    • Foos, P.W.1    Mora, J.J.2    Tkacz, S.3
  • 8
    • 84950234346 scopus 로고
    • Facilitating elaborative learning through guided student-generated questioning
    • See, for example, Paul W. Foos, Joseph J. Mora, and Sharon Tkacz, "Student Study Techniques and the Generation Effect," Journal of Educational Psychology, vol. 86, 1994, pp. 567-76; and Alison King, "Facilitating Elaborative Learning Through Guided Student-Generated Questioning," Educational Psychologist, vol. 27, 1992, pp. 111-26.
    • (1992) Educational Psychologist , vol.27 , pp. 111-126
    • King, A.1
  • 9
    • 0004187877 scopus 로고    scopus 로고
    • London: King's College London, School of Education
    • See, for example, Mike Askew et al., Effective Teachers of Numeracy: Final Report (London: King's College London, School of Education, 1997). In this study, there was no correlation between the progress made by elementary school students in arithmetic and the highest level of mathematics studied by the teacher. Indeed, there was a nonsignificant negative correlation between the two. The students who made the most progress were taught by teachers without high levels of subject knowledge, but who emphasized the connections between mathematics concepts.
    • (1997) Effective Teachers of Numeracy: Final Report
    • Askew, M.1
  • 11
    • 84937293871 scopus 로고
    • Students' help seeking during problem solving: Effects of grade, goal, and prior achievement
    • Richard S. Newman and Mahna T. Schwager, "Students' Help Seeking During Problem Solving: Effects of Grade, Goal, and Prior Achievement," American Educational Research Journal, vol. 32, 1995, pp. 352-76.
    • (1995) American Educational Research Journal , vol.32 , pp. 352-376
    • Newman, R.S.1    Schwager, M.T.2
  • 12
    • 0000176573 scopus 로고
    • Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance
    • Ruth Butler, "Task-Involving and Ego-Involving Properties of Evaluation: Effects of Different Feedback Conditions on Motivational Perceptions, Interest, and Performance," Journal of Educational Psychology, vol. 79, 1987, pp. 474-82.
    • (1987) Journal of Educational Psychology , vol.79 , pp. 474-482
    • Butler, R.1
  • 13
    • 58149207614 scopus 로고
    • Effects of internally focused feedback on enhancement of academic selfconcept
    • Rhonda G. Craven, Herbert W. Marsh, and Raymond L. Debus, "Effects of Internally Focused Feedback on Enhancement of Academic SelfConcept," Journal of Educational Psychology, vol. 83, 1991, pp. 17-27.
    • (1991) Journal of Educational Psychology , vol.83 , pp. 17-27
    • Craven, R.G.1    Marsh, H.W.2    Debus, R.L.3
  • 14
    • 84893396860 scopus 로고    scopus 로고
    • The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory
    • Avraham N. Kluger and Angelo DeNisi, "The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory," Psychological Bulletin, vol. 119, 1996, pp. 254-84.
    • (1996) Psychological Bulletin , vol.119 , pp. 254-284
    • Kluger, A.N.1    DeNisi, A.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.