메뉴 건너뛰기




Volumn 9789462090613, Issue , 2013, Pages 1-161

Expanding notions of assessment for learning: Inside science and technology primary classrooms

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84933050082     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-6209-061-3     Document Type: Book
Times cited : (22)

References (214)
  • 1
    • 59349088681 scopus 로고    scopus 로고
    • A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes
    • Airey, J., & Linder, C. (2009). A Disciplinary Discourse Perspective on University Science Learning: Achieving Fluency in a Critical Constellation of Modes. Journal of Research in Science Teaching, 46, 27-49.
    • (2009) Journal of Research in Science Teaching , vol.46 , pp. 27-49
    • Airey, J.1    Linder, C.2
  • 4
    • 36448950222 scopus 로고    scopus 로고
    • Using research to inform the practice of teachers, schools, and school reform organizations
    • Ancess, J., Barnett, E., & Allen, D. (2007). Using research to inform the practice of teachers, schools, and school reform organizations. Theory into Practice, 46(4), 325-333.
    • (2007) Theory Into Practice , vol.46 , Issue.4 , pp. 325-333
    • Ancess, J.1    Barnett, E.2    Allen, D.3
  • 5
    • 85145541004 scopus 로고    scopus 로고
    • Perspectives on learning science
    • S. Abell & N. Lederman Eds., Mahwah, New Jersey; Lawrence Erlbaum
    • Anderson, C. (2007). Perspectives on learning science. In S. Abell & N. Lederman (Eds.), Handbook of research on science education, 3-30. Mahwah, New Jersey; Lawrence Erlbaum.
    • (2007) Handbook of Research on Science Education , pp. 3-30
    • Anderson, C.1
  • 6
    • 0038251627 scopus 로고    scopus 로고
    • Why teach primary science? Influences on beginning teachers' practices
    • Appleton, K., & Kindt, L. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21, 155-168.
    • (1999) International Journal of Science Education , vol.21 , pp. 155-168
    • Appleton, K.1    Kindt, L.2
  • 7
    • 77954640071 scopus 로고    scopus 로고
    • "Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's construction of science through the lens of identity
    • Wiley InterScience
    • Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). "Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's construction of science through the lens of identity. Science Education, 1-23. Published online in Wiley InterScience (www.interscience. wiley.com).
    • (2010) Science Education , pp. 1-23
    • Archer, L.1    Dewitt, J.2    Osborne, J.3    Dillon, J.4    Willis, B.5    Wong, B.6
  • 8
    • 0343783011 scopus 로고
    • Design and technological awareness in education
    • B. Archer, K. Baynes & P. Roberts Eds., Loughborough: Loughborough University
    • Archer, B., & Roberts, P. (1992). Design and technological awareness in education. In B. Archer, K. Baynes & P. Roberts (Eds.), Modelling: The language of designing. Design: Occasional Paper 1 (3-4). Loughborough: Loughborough University.
    • (1992) Modelling: The Language of Designing. Design: Occasional Paper , vol.1 , pp. 3-4
    • Archer, B.1    Roberts, P.2
  • 9
    • 27944495435 scopus 로고    scopus 로고
    • Gifts, ping-pong and loops-linking feedback and learning
    • S. Askew, Ed., London: Routledge Falmer
    • Askew, S., & Lodge, C. (2000). Gifts, ping-pong and loops-linking feedback and learning. In S. Askew, (Ed.), Feedback for learning, 1-18. London: Routledge Falmer.
    • (2000) Feedback for Learning , pp. 1-18
    • Askew, S.1    Lodge, C.2
  • 12
    • 84867017064 scopus 로고    scopus 로고
    • Why can't I design as well as other people? I thought I understood the process and what was required
    • J. Dakers Ed., Glasgow: University of Glasgow
    • Atkinson, S. (2007). Why can't I design as well as other people? I thought I understood the process and what was required. In J. Dakers (Ed.), PATT18: Teaching and learning technology literacy in the classroom, Glasgow: University of Glasgow, 202-207.
    • (2007) PATT18: Teaching and Learning Technology Literacy in the Classroom , pp. 202-207
    • Atkinson, S.1
  • 13
    • 20444367027 scopus 로고    scopus 로고
    • Working on the inside: Using one's own practice as a site for studying mathematics teaching and learning
    • A. Kelly, & R. Lesh, Eds., Dordrecht, Netherlands: Kluwer
    • Ball, D. L. (2000). Working on the inside: Using one's own practice as a site for studying mathematics teaching and learning. In A. Kelly, & R. Lesh, (Eds.), Handbook of research design in mathematics and science education, 365-402. Dordrecht, Netherlands: Kluwer.
    • (2000) Handbook of Research Design in Mathematics and Science Education , pp. 365-402
    • Ball, D.L.1
  • 14
    • 79953307959 scopus 로고    scopus 로고
    • Reform by the book: What is- or might be-the role of curriculum materials in teacher learning and instructional reform?
    • 14
    • Ball, D., & Cohen, D. (1996). Reform by the book: What is- or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
    • (1996) Educational Researcher , vol.25 , Issue.9 , pp. 6-8
    • Ball, D.1    Cohen, D.2
  • 15
    • 0035600282 scopus 로고    scopus 로고
    • The characteristics of formative assessment in science education
    • Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536-553.
    • (2001) Science Education , vol.85 , Issue.5 , pp. 536-553
    • Bell, B.1    Cowie, B.2
  • 16
    • 21344492288 scopus 로고
    • Implications of postmodernism for science, or, science as progressive discourse
    • Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.
    • (1994) Educational Psychologist , vol.29 , Issue.1 , pp. 3-12
    • Bereiter, C.1
  • 21
    • 38349037241 scopus 로고    scopus 로고
    • Learning how to learn and assessment for learning: A theoretical inquiry
    • Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(2), 119-132.
    • (2006) Research Papers in Education , vol.21 , Issue.2 , pp. 119-132
    • Black, P.1    McCormick, R.2    James, M.3    Pedder, D.4
  • 22
    • 0001586316 scopus 로고    scopus 로고
    • Assessment and classroom learning
    • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
    • (1998) Assessment in Education , vol.5 , Issue.1 , pp. 7-74
    • Black, P.1    Wiliam, D.2
  • 23
    • 38349175488 scopus 로고    scopus 로고
    • Developing a theory of formative assessment
    • J. Gardner Ed., London: Sage
    • Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning, 81-100. London: Sage.
    • (2006) Assessment and Learning , pp. 81-100
    • Black, P.1    Wiliam, D.2
  • 25
    • 25844452991 scopus 로고    scopus 로고
    • When learning no longer matters - Standardized testing and the creation of inequality
    • Boaler, J. (2003). When learning no longer matters - standardized testing and the creation of inequality. Phi Delta Kappan, 84(7), 502-506.
    • (2003) Phi Delta Kappan , vol.84 , Issue.7 , pp. 502-506
    • Boaler, J.1
  • 27
    • 0346289571 scopus 로고    scopus 로고
    • Sustainable assessment: Rethinking assessment for the learning society
    • Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
    • (2000) Studies in Continuing Education , vol.22 , Issue.2 , pp. 151-167
    • Boud, D.1
  • 29
    • 84860659681 scopus 로고    scopus 로고
    • Can assessment unlock and open the doors to resourcefulness and agency?
    • S. Swaffield Ed., Routlege: New York
    • Carr, M. (2008). Can assessment unlock and open the doors to resourcefulness and agency? In S. Swaffield (Ed.), Unlocking assessment: Understanding for reflection and application, 57-72. Routlege: New York.
    • (2008) Unlocking Assessment: Understanding for Reflection and Application , pp. 57-72
    • Carr, M.1
  • 30
    • 0002845245 scopus 로고
    • What kind of learning does self-assessment drive? Developing a nose for quality: Comments on Klenowski
    • Claxton, G. (1995). What kind of learning does self-assessment drive? Developing a nose for quality: comments on Klenowski. Assessment in Education: Principles, Policy and Practice, 2(3), 339-345.
    • (1995) Assessment in Education: Principles, Policy and Practice , vol.2 , Issue.3 , pp. 339-345
    • Claxton, G.1
  • 31
    • 85009645002 scopus 로고    scopus 로고
    • Classroom assessment up close- and personal
    • Coffey, J., Sato, M., & Thiebault, M. (2005). Classroom assessment up close- and personal. Teacher development, 9(2), 169-184.
    • (2005) Teacher Development , vol.9 , Issue.2 , pp. 169-184
    • Coffey, J.1    Sato, M.2    Thiebault, M.3
  • 32
    • 0002779676 scopus 로고
    • A cultural-historical approach to distributed cognition
    • G. Salomon Ed., Cambridge: Cambridge University Press
    • Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations, 1-46. Cambridge: Cambridge University Press.
    • (1993) Distributed Cognitions: Psychological and Educational Considerations , pp. 1-46
    • Cole, M.1    Engeström, Y.2
  • 34
    • 12944284413 scopus 로고    scopus 로고
    • Student commentary in classroom assessment in science: A sociocultural interpretation
    • Cowie, B. (2005). Student commentary in classroom assessment in science: A sociocultural interpretation. International Journal of Science Education, 27(2), 199-214.
    • (2005) International Journal of Science Education , vol.27 , Issue.2 , pp. 199-214
    • Cowie, B.1
  • 35
    • 0040043159 scopus 로고    scopus 로고
    • A model of formative assessment in science education
    • Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education, 6(1), 102-116.
    • (1999) Assessment in Education , vol.6 , Issue.1 , pp. 102-116
    • Cowie, B.1    Bell, B.2
  • 36
    • 84889984918 scopus 로고    scopus 로고
    • It's a kiwi: Multimodal approaches to exploring and extending young children's science ideas
    • Cowie, B., & Moreland, J. (2007). It's a kiwi: Multimodal approaches to exploring and extending young children's science ideas. Australian Research in Early Childhood Education, 14(2), 37-46.
    • (2007) Australian Research in Early Childhood Education , vol.14 , Issue.2 , pp. 37-46
    • Cowie, B.1    Moreland, J.2
  • 37
    • 84878709234 scopus 로고    scopus 로고
    • Chapter 52. Methodological considerations in studying classroom interactions in technology education
    • A. Jones & M. de Vries Eds., Rotterdam: Sense Publishers
    • Cowie, B., & Moreland, J. (2009). Chapter 52. Methodological considerations in studying classroom interactions in technology education. In A. Jones & M. de Vries (Eds.), International handbook of research and development in technology education, Rotterdam: Sense Publishers. 625-636.
    • (2009) International Handbook of Research and Development in Technology Education , pp. 625-636
    • Cowie, B.1    Moreland, J.2
  • 39
    • 84858973898 scopus 로고    scopus 로고
    • Exploring the value of 'horizontal' learning in early years science classrooms
    • Taylor & Francis Group 609157
    • Cowie, B., & Otrel-Cass, K. (2011). Exploring the value of 'horizontal' learning in early years science classrooms. Early Years. online, Taylor & Francis Group, DOI:10.1080/09575146.2011. 609157, 1-11.
    • (2011) Early Years , pp. 1-11
    • Cowie, B.1    Otrel-Cass, K.2
  • 40
    • 84933062518 scopus 로고    scopus 로고
    • Finding out about fossils in an early years classroom: A context for developing a "practical explanatory theory"
    • Baljit Kaur Ed., Rotterdam, The Netherlands: Sense Publishers
    • Cowie, B., Otrel-Cass, K., & Moreland, J. (2012). Finding Out about Fossils in an Early Years Classroom: A Context for Developing a "Practical Explanatory Theory". In Baljit Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. Rotterdam, The Netherlands: Sense Publishers. 159-170.
    • (2012) Understanding Teaching and Learning: Classroom Research Revisited , pp. 159-170
    • Cowie, B.1    Otrel-Cass, K.2    Moreland, J.3
  • 42
    • 84965599903 scopus 로고
    • The impact of classroom evaluation practise on students
    • Crooks, T. (1988). The impact of classroom evaluation practise on students. Review of Educational Research, 58(4), 438-481.
    • (1988) Review of Educational Research , vol.58 , Issue.4 , pp. 438-481
    • Crooks, T.1
  • 44
    • 79955957966 scopus 로고    scopus 로고
    • Assessment for learning in the accountability era: New Zealand
    • Crooks, T. (2011). Assessment for learning in the accountability era: New Zealand. Studies in Educational Evaluation, 37, 71-77.
    • (2011) Studies in Educational Evaluation , vol.37 , pp. 71-77
    • Crooks, T.1
  • 45
    • 80052903075 scopus 로고    scopus 로고
    • Representational practices by the numbers: How kindergarten and first-grade students create, evaluate, and modify their science representations
    • Danish, J. A., & Phelps, D. (2011). Representational practices by the numbers: How kindergarten and first-grade students create, evaluate, and modify their science representations. International Journal of Science Education, 33(15), 2069-2094.
    • (2011) International Journal of Science Education , vol.33 , Issue.15 , pp. 2069-2094
    • Danish, J.A.1    Phelps, D.2
  • 47
    • 80052903075 scopus 로고    scopus 로고
    • Representational practices by the numbers: How kindergarten and first-grade students create, evaluate, and modify their science representations
    • Danish, J. A., Phelps, D. (2011). Representational Practices by The Numbers: How Kindergarten and First-Grade Students Create, Evaluate, and Modify Their Science Representations. International Journal of Science Education, 33(15), 2069-2094.
    • (2011) International Journal of Science Education , vol.33 , Issue.15 , pp. 2069-2094
    • Danish, J.A.1    Phelps, D.2
  • 48
    • 84887226324 scopus 로고    scopus 로고
    • Teaching about technology: An introduction to the philosophy of technology for non-philosophers
    • The Netherlands: Springer
    • De Vries, M. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Science and Technology Education Library, Vol 27, The Netherlands: Springer.
    • (2005) Science and Technology Education Library , vol.27
    • De Vries, M.1
  • 50
    • 38949151575 scopus 로고    scopus 로고
    • Science education in three part harmony: Balancing conceptual, epistemic, and social learning goals
    • Duschl, R. (2008). Science education in three part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268-291.
    • (2008) Review of Research in Education , vol.32 , pp. 268-291
    • Duschl, R.1
  • 51
    • 0040408864 scopus 로고    scopus 로고
    • Strategies and challenges to changing the focus of assessment and instruction in science classrooms
    • Duschl, R. A., & Gitomer, D. H. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4, 37-73.
    • (1997) Educational Assessment , vol.4 , pp. 37-73
    • Duschl, R.A.1    Gitomer, D.H.2
  • 53
    • 70349452248 scopus 로고    scopus 로고
    • From everyday to scientific observation: How children learn to observe the biologists world
    • March
    • Eberbach, C., & Crowley, K. (2009, March). From everyday to scientific observation: How children learn to observe the biologists world. Review of Educational Research, 79(1), 39-68.
    • (2009) Review of Educational Research , vol.79 , Issue.1 , pp. 39-68
    • Eberbach, C.1    Crowley, K.2
  • 54
    • 34547183998 scopus 로고    scopus 로고
    • Learning in a comfort zone: Cultural and social capital in outcome based assessment regimes
    • Ecclestone, K. (2004). Learning in a comfort zone: Cultural and social capital in outcome based assessment regimes. Assessment in Education, 11(1), 30-47.
    • (2004) Assessment in Education , vol.11 , Issue.1 , pp. 30-47
    • Ecclestone, K.1
  • 56
    • 38349110353 scopus 로고    scopus 로고
    • Formative assessment: Possibilities, boundaries and limitations
    • Elwood, J. (2006). Formative Assessment: Possibilities, boundaries and limitations. Assessment in Education, 13(2), 215-232.
    • (2006) Assessment in Education , vol.13 , Issue.2 , pp. 215-232
    • Elwood, J.1
  • 57
    • 0038413924 scopus 로고    scopus 로고
    • Guiding principals for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners community
    • Engle, R., & Conant, F. (2002). Guiding principals for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners community. Cognition and Instruction, 20(4), 399-483.
    • (2002) Cognition and Instruction , vol.20 , Issue.4 , pp. 399-483
    • Engle, R.1    Conant, F.2
  • 58
    • 0002131507 scopus 로고    scopus 로고
    • Activity theory and individual and social transformation
    • Y. Engeström, R. Miettenen, & R-L. Punamaki, Eds., Cambridge, New York: Cambridge University Press
    • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettenen, & R-L. Punamaki, (Eds.), Perspectives on activity theory, 19-38. Cambridge, New York: Cambridge University Press.
    • (1999) Perspectives on Activity Theory , pp. 19-38
    • Engeström, Y.1
  • 59
    • 80053312983 scopus 로고    scopus 로고
    • Scaffolding the "scaffolding" metaphor: From inspiration to a practical tool for kindergarten teachers
    • Eshach, H., Zeiderman, Y., & Arbel Y. (2011). Scaffolding the "scaffolding" metaphor: From inspiration to a practical tool for kindergarten teachers. Journal of Science Education and Technology, 20, 550-565.
    • (2011) Journal of Science Education and Technology , vol.20 , pp. 550-565
    • Eshach, H.1    Zeiderman, Y.2    Arbel, Y.3
  • 60
    • 34848897535 scopus 로고    scopus 로고
    • Disciplinary learning in classroom contexts
    • Ford, M., & Forman, E. (2006). Disciplinary learning in classroom contexts. Review of Research in Education, 30(1), 1-32.
    • (2006) Review of Research in Education , vol.30 , Issue.1 , pp. 1-32
    • Ford, M.1    Forman, E.2
  • 62
    • 68249091216 scopus 로고    scopus 로고
    • Assessment and learning: An introduction
    • J. Gardner Ed., London: Sage
    • Gardner, J. (2006). Assessment and learning: An introduction, In J. Gardner (Ed.), Assessment and learning. London: Sage. 1-6.
    • (2006) Assessment and Learning , pp. 1-6
    • Gardner, J.1
  • 64
    • 84923516314 scopus 로고    scopus 로고
    • Game-like learning: An example of situated learning and the implications for opportunity to learn
    • P. Moss, D. Pullan, J. Gee, E. Haertel & L. Young, Eds., New York: Cambridge University Press
    • Gee, J. P. (2008). Game-like learning: An example of situated learning and the implications for opportunity to learn. In P. Moss, D. Pullan, J. Gee, E. Haertel & L. Young, (Eds.), Assessment, equity and opportunity to learn, 200-221. New York: Cambridge University Press.
    • (2008) Assessment, Equity and Opportunity to Learn , pp. 200-221
    • Gee, J.P.1
  • 65
    • 0039065314 scopus 로고    scopus 로고
    • Discourse analysis, learning and social practice: A methodological study
    • Gee, J. P., & Green, J. (1998). Discourse analysis, learning and social practice: A methodological study. Review of Research in Education, 23, 119-169.
    • (1998) Review of Research in Education , vol.23 , pp. 119-169
    • Gee, J.P.1    Green, J.2
  • 66
    • 63849127588 scopus 로고    scopus 로고
    • Sociocultural aspects to assessment
    • Gipps, C. (1999). Sociocultural aspects to assessment. Review of Educational Research, 24, 353-392.
    • (1999) Review of Educational Research , vol.24 , pp. 353-392
    • Gipps, C.1
  • 68
    • 84872984187 scopus 로고    scopus 로고
    • The status and quality of teaching and learning of science in Australian schools
    • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Investigating, 17(4), 5-7.
    • (2001) Investigating , vol.17 , Issue.4 , pp. 5-7
    • Goodrum, D.1    Hackling, M.2    Rennie, L.3
  • 69
    • 33751550707 scopus 로고    scopus 로고
    • Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer
    • Greeno, J. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), 537-547.
    • (2006) Journal of the Learning Sciences , vol.15 , Issue.4 , pp. 537-547
    • Greeno, J.1
  • 70
    • 57849107550 scopus 로고    scopus 로고
    • Constructing competence: An analysis of student participation in the activities systems of mathematics classrooms
    • Gresalfi, M., Taylor, M., Hand, V., & Greeno, J. (2008). Constructing competence: An analysis of student participation in the activities systems of mathematics classrooms. Educational Studies in Mathematics, 70(1), 49-70.
    • (2008) Educational Studies in Mathematics , vol.70 , Issue.1 , pp. 49-70
    • Gresalfi, M.1    Taylor, M.2    Hand, V.3    Greeno, J.4
  • 72
    • 79960094183 scopus 로고    scopus 로고
    • Introduction
    • P. Moss, D. Pullin, J. Gee, E. Haertel & L. Young Eds., New York: Cambridge University Press
    • Haertel, E., Moss, P., Pullin, D., & Gee, J. (2008). Introduction. In P. Moss, D. Pullin, J. Gee, E. Haertel & L. Young (Eds.), Assessment, equity, and opportunity to learn, 1-10. New York: Cambridge University Press.
    • (2008) Assessment, Equity, and Opportunity to Learn , pp. 1-10
    • Haertel, E.1    Moss, P.2    Pullin, D.3    Gee, J.4
  • 73
    • 33749343812 scopus 로고    scopus 로고
    • Pedagogies for diversity: Retaining critical challenge amidst fears of 'dumbing down'
    • Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of 'dumbing down'. Studies in Higher Education, 31(5), 521-35.
    • (2006) Studies in Higher Education , vol.31 , Issue.5 , pp. 521-535
    • Haggis, T.1
  • 74
    • 68149137187 scopus 로고    scopus 로고
    • Learning over time: Empirical and theoretical investigations of classroom talk and interaction
    • Haneda, M. (2009). Learning over time: Empirical and theoretical investigations of classroom talk and interaction. Language and Education, 23(4), 291-294.
    • (2009) Language and Education , vol.23 , Issue.4 , pp. 291-294
    • Haneda, M.1
  • 76
    • 0007038819 scopus 로고    scopus 로고
    • Primary teachers' understanding in science and its impact in the classroom
    • Harlen, W. (1997). Primary teachers' understanding in science and its impact in the classroom. Research in Science Education. 27, 323-337.
    • (1997) Research in Science Education , vol.27 , pp. 323-337
    • Harlen, W.1
  • 77
    • 34247261304 scopus 로고    scopus 로고
    • Teachers' summative practices and assessment for learning - Tensions and synergies
    • June
    • Harlen, W. (2005, June). Teachers' summative practices and assessment for learning - tensions and synergies. The Curriculum Journal, 16(2), 207-223.
    • (2005) The Curriculum Journal , vol.16 , Issue.2 , pp. 207-223
    • Harlen, W.1
  • 78
    • 39449115808 scopus 로고    scopus 로고
    • The role of assessment in developing motivation for learning
    • J. Gardner, Ed., London: Sage
    • Harlen, W. (2006). The role of assessment in developing motivation for learning. In J. Gardner, (Ed.), Assessment and Learning, 61-80. London: Sage.
    • (2006) Assessment and Learning , pp. 61-80
    • Harlen, W.1
  • 79
    • 85009607729 scopus 로고    scopus 로고
    • Teachers developing assessment for learning: Mapping teacher change
    • Harrison, C. (2005). Teachers developing assessment for learning: Mapping teacher change. Teacher Development, 9(2), 255-264.
    • (2005) Teacher Development , vol.9 , Issue.2 , pp. 255-264
    • Harrison, C.1
  • 82
    • 34547954075 scopus 로고    scopus 로고
    • Assessment, teaching and theories of learning
    • J. Gardner Ed., London: Sage
    • James, M. (2006). Assessment, teaching and theories of learning. In J. Gardner (Ed.), Assessment and learning. 47-60. London: Sage.
    • (2006) Assessment and Learning , pp. 47-60
    • James, M.1
  • 83
    • 39049161293 scopus 로고    scopus 로고
    • Beyond method: Assessment and learning practices and values
    • James, M., & Pedder, D. (2006). Beyond method: Assessment and learning practices and values, Curriculum Journal, 17(2), 109-138.
    • (2006) Curriculum Journal , vol.17 , Issue.2 , pp. 109-138
    • James, M.1    Pedder, D.2
  • 84
    • 61349098872 scopus 로고    scopus 로고
    • Introduction to the special issue on "Visual and spatial modes in science learning"
    • Jayashree, R. (2009). Introduction to the special issue on "Visual and spatial modes in science learning". International Journal of Science Education, 31(3), 297-299.
    • (2009) International Journal of Science Education , vol.31 , Issue.3 , pp. 297-299
    • Jayashree, R.1
  • 85
    • 28144459044 scopus 로고    scopus 로고
    • Rethinking assessment: Mulitmodality, literacy and computer-based learning
    • March
    • Jewitt, C. (2003, March). Rethinking assessment: Mulitmodality, literacy and computer-based learning. Assessment in Education, 10(1), 83-102.
    • (2003) Assessment in Education , vol.10 , Issue.1 , pp. 83-102
    • Jewitt, C.1
  • 86
  • 87
    • 33646839159 scopus 로고    scopus 로고
    • Considering pedagogical content knowledge in the context of research on teaching: An example from technology
    • Jones, A., & Moreland, J. (2003). Considering pedagogical content knowledge in the context of research on teaching: An example from technology. Waikato Journal of Education, 9, 77-89.
    • (2003) Waikato Journal of Education , vol.9 , pp. 77-89
    • Jones, A.1    Moreland, J.2
  • 88
    • 3543074017 scopus 로고    scopus 로고
    • Enhancing practicing primary school teachers' pedagogical content knowledge in technology
    • Jones, A., & Moreland, J. (2004). Enhancing practicing primary school teachers' pedagogical content knowledge in technology, International Journal of Technology and Design Education. 14, 101-119.
    • (2004) International Journal of Technology and Design Education , vol.14 , pp. 101-119
    • Jones, A.1    Moreland, J.2
  • 89
    • 39049125811 scopus 로고    scopus 로고
    • The importance of pedagogical content knowledge in assessment for learning practices: A case study of a whole school approach
    • Jones, A., & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: A case study of a whole school approach. The Curriculum Journal, 16(2), 193-206.
    • (2005) The Curriculum Journal , vol.16 , Issue.2 , pp. 193-206
    • Jones, A.1    Moreland, J.2
  • 91
    • 84949372244 scopus 로고
    • Interaction analysis: Foundations and practice
    • Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39-103.
    • (1995) Journal of the Learning Sciences , vol.4 , Issue.1 , pp. 39-103
    • Jordan, B.1    Henderson, A.2
  • 92
    • 22944456199 scopus 로고    scopus 로고
    • Communicative demands of learning science through technological design: Third grade students' construction of solar energy devices
    • Kelly, K., & Brown, C. (2003). Communicative Demands of Learning Science through Technological Design: Third Grade Students' Construction of Solar Energy Devices. Linguistics and Education, 13, 483-501.
    • (2003) Linguistics and Education , vol.13 , pp. 483-501
    • Kelly, K.1    Brown, C.2
  • 93
    • 0008481590 scopus 로고    scopus 로고
    • The sound of music: Constructing science as sociocultural practices though oral and written discourse
    • Kelly, G., & Chen, C. (1999). The sound of music: Constructing science as sociocultural practices though oral and written discourse. Journal of Research in Science Teaching, 36(8), 883-915.
    • (1999) Journal of Research in Science Teaching , vol.36 , Issue.8 , pp. 883-915
    • Kelly, G.1    Chen, C.2
  • 94
    • 54649083676 scopus 로고    scopus 로고
    • Methodological considerations for studying science-in-the-making in educational settings
    • Kelly, G., Chen, C., & Crawford, T. (1998). Methodological considerations for studying science-in-the-making in educational settings. Research in Science Education, 28(1), 23-5.
    • (1998) Research in Science Education , vol.28 , Issue.1 , pp. 23-25
    • Kelly, G.1    Chen, C.2    Crawford, T.3
  • 95
    • 38949142309 scopus 로고    scopus 로고
    • What counts as knowledge in educational settings: Disciplinary knowledge, assessment and curriculum
    • February
    • Kelly, G., Luke, A., & Green J. (2008, February). What counts as knowledge in educational settings: Disciplinary knowledge, assessment and curriculum. Review of Research in Education, 32, vii-x.
    • (2008) Review of Research in Education , vol.32 , pp. vii-x
    • Kelly, G.1    Luke, A.2    Green, J.3
  • 96
    • 0242434429 scopus 로고
    • Progression in learning and the assessment of children's attainments in technology
    • Kimbell, R. (1994). Progression in learning and the assessment of children's attainments in technology. International Journal of Technology and Design Education, 4(1), 45-59.
    • (1994) International Journal of Technology and Design Education , vol.4 , Issue.1 , pp. 45-59
    • Kimbell, R.1
  • 97
    • 65049088959 scopus 로고    scopus 로고
    • Researching design learning. Issues and findings from two decades of research and development
    • Springer Science
    • Kimbell, R., & Stables, K. (2008). Researching design learning. Issues and findings from two decades of research and development. Science and Technology Education Library, Volume 34. Springer Science.
    • (2008) Science and Technology Education Library , vol.34
    • Kimbell, R.1    Stables, K.2
  • 103
    • 28044444771 scopus 로고    scopus 로고
    • Classroom assessment: Minute-by minute and day-by-day
    • Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute-by minute and day-by-day, Educational Leadership, 63(3), 18-24.
    • (2005) Educational Leadership , vol.63 , Issue.3 , pp. 18-24
    • Leahy, S.1    Lyon, C.2    Thompson, M.3    Wiliam, D.4
  • 104
    • 13944259024 scopus 로고    scopus 로고
    • Seeing the complexity of standing to the side: Instructional dialogues
    • Leinhardt, G., & Steele, M. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23(1), 87-163.
    • (2005) Cognition and Instruction , vol.23 , Issue.1 , pp. 87-163
    • Leinhardt, G.1    Steele, M.2
  • 106
    • 85071534621 scopus 로고    scopus 로고
    • Multiplying meaning: Visual and verbal semiotics in scientific text
    • J. R. Martin & R. Veel Eds., London: Routledge
    • Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading Science, 87-113. London: Routledge.
    • (1998) Reading Science , pp. 87-113
    • Lemke, J.1
  • 107
    • 0006836423 scopus 로고    scopus 로고
    • Multimedia literacy demands of the scientific curriculum
    • Lemke, J. L. (2000a). Multimedia literacy demands of the scientific curriculum, Linguistics and Education, 10(3), 247-271.
    • (2000) Linguistics and Education , vol.10 , Issue.3 , pp. 247-271
    • Lemke, J.L.1
  • 108
    • 0005325999 scopus 로고    scopus 로고
    • Across the scales of time: Artefacts, activities, and meanings in ecosocial systems
    • Lemke, J. (2000b). Across the scales of time: Artefacts, activities, and meanings in ecosocial systems. Mind, Culture and Activity, 7(4), 273-290.
    • (2000) Mind, Culture and Activity , vol.7 , Issue.4 , pp. 273-290
    • Lemke, J.1
  • 109
    • 23044527891 scopus 로고    scopus 로고
    • The long and the short of it: Comments on multiple timescale studies of human activity
    • Lemke, J. L. (2001a). The long and the short of it: Comments on multiple timescale studies of human activity. Journal of the Learning Sciences, 10(1), 17-26.
    • (2001) Journal of the Learning Sciences , vol.10 , Issue.1 , pp. 17-26
    • Lemke, J.L.1
  • 110
    • 0039835216 scopus 로고    scopus 로고
    • Articulating communities: Sociocultural perspectives on science education
    • Lemke, J. L. (2001b). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316.
    • (2001) Journal of Research in Science Teaching , vol.38 , Issue.3 , pp. 296-316
    • Lemke, J.L.1
  • 111
    • 84870866787 scopus 로고    scopus 로고
    • Scientific literacy and students' movability in science texts
    • C. Linder, L. Östman, D. A. Roberts, P. Wickman, G. Erickson & A. MacKinnon Eds., New York: Routledge
    • Liberg, C., Af Geijerstam, A., & Folkeryd, J. (2011). Scientific literacy and students' movability in science texts. In C. Linder, L. Östman, D. A. Roberts, P. Wickman, G. Erickson & A. MacKinnon (Eds.), Exploring the Landscape of Scientific Literacy, 74-89. New York: Routledge.
    • (2011) Exploring the Landscape of Scientific Literacy , pp. 74-89
    • Liberg, C.1    Af Geijerstam, A.2    Folkeryd, J.3
  • 112
    • 34548298846 scopus 로고    scopus 로고
    • How teachers engage with assessment for learning: Lessons from the classroom
    • Marshall, B., & Drummond, M. (2006). How teachers engage with assessment for learning: Lessons from the classroom. Research Papers in Education, 21(2), 133-149.
    • (2006) Research Papers in Education , vol.21 , Issue.2 , pp. 133-149
    • Marshall, B.1    Drummond, M.2
  • 118
    • 45849100519 scopus 로고    scopus 로고
    • The seeds of time: Why classroom dialogue needs a temporal analysis
    • Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, 17(1), 33-59.
    • (2008) Journal of the Learning Sciences , vol.17 , Issue.1 , pp. 33-59
    • Mercer, N.1
  • 119
    • 68149158570 scopus 로고    scopus 로고
    • Dialogic teaching in the primary science classroom
    • Mercer, N., Dawes, L., & Staarman, J. (2009) Dialogic teaching in the primary science classroom. Language and Education, 23(4), 353-369.
    • (2009) Language and Education , vol.23 , Issue.4 , pp. 353-369
    • Mercer, N.1    Dawes, L.2    Staarman, J.3
  • 121
    • 27844515567 scopus 로고    scopus 로고
    • Artifact mediation in Dewey and in cultural-historical activity theory
    • Miettenen, R. (2001). Artifact mediation in Dewey and in cultural-historical activity theory. Mind, Culture, and Activity, 8, 297-308.
    • (2001) Mind, Culture, and Activity , vol.8 , pp. 297-308
    • Miettenen, R.1
  • 127
    • 0002037742 scopus 로고
    • Typicality and the case study
    • R. Ellen Ed., San Diego, CA: Academic
    • Mitchell, J. (1984). Typicality and the case study. In R. Ellen (Ed.), Enthnographers guide to conduct, 237-241. San Diego, CA: Academic.
    • (1984) Enthnographers Guide to Conduct , pp. 237-241
    • Mitchell, J.1
  • 129
    • 84933040126 scopus 로고    scopus 로고
    • Putting students at the centre: Developing effective learners in primary technology classrooms
    • Moreland, J. (2004). Putting students at the centre: Developing effective learners in primary technology classrooms. Set (1), 37-43.
    • (2004) Set , Issue.1 , pp. 37-43
    • Moreland, J.1
  • 131
    • 84878729943 scopus 로고    scopus 로고
    • Making meaning in primary technology classrooms through assessment for learning
    • A. Jones & M. de Vries Eds., Rotterdam: Sense
    • Moreland, J., & Cowie, B. (2009). Making meaning in primary technology classrooms through assessment for learning. In A. Jones & M. de Vries (Eds.), International handbook of research and development in technology education, 461-476. Rotterdam: Sense.
    • (2009) International Handbook of Research and Development in Technology Education , pp. 461-476
    • Moreland, J.1    Cowie, B.2
  • 133
    • 0033712175 scopus 로고    scopus 로고
    • Emerging assessment practices in an emergent curriculum: Implications for technology
    • Moreland, J., & Jones, A. (2000). Emerging assessment practices in an emergent curriculum: Implications for technology. International Journal of Technology and Design Education, 10, 283-305.
    • (2000) International Journal of Technology and Design Education , vol.10 , pp. 283-305
    • Moreland, J.1    Jones, A.2
  • 134
    • 84858955889 scopus 로고    scopus 로고
    • Thinking systematically about assessment practice
    • M. Kennedy Ed., San Francisco: Jossey-Bass
    • Moss, P. (2006). Thinking systematically about assessment practice. In M. Kennedy (Ed.), Teacher assessment and the quest for quality: A handbook, 355-374, San Francisco: Jossey-Bass.
    • (2006) Teacher Assessment and the Quest for Quality: A Handbook , pp. 355-374
    • Moss, P.1
  • 135
    • 84923423120 scopus 로고    scopus 로고
    • Sociocultural implications for assessment I: Classroom assessment
    • P. Moss, D. Pullan, J. Gee, E. Haertel, & L. Young, Eds., New York: Cambridge University Press
    • Moss, P. (2008). Sociocultural implications for assessment I: Classroom assessment. In P. Moss, D. Pullan, J. Gee, E. Haertel, & L. Young, (Eds.), Assessment, equity and opportunity to learn, 222-258. New York: Cambridge University Press.
    • (2008) Assessment, Equity and Opportunity to Learn , pp. 222-258
    • Moss, P.1
  • 137
    • 56149109465 scopus 로고    scopus 로고
    • Student engagement and student self-assessment: The REAL framework
    • Munns, G., & Woodward, H. (2006). Student engagement and student self-assessment: the REAL framework. Assessment in Education, 13(2), 193-213.
    • (2006) Assessment in Education , vol.13 , Issue.2 , pp. 193-213
    • Munns, G.1    Woodward, H.2
  • 138
    • 38949117788 scopus 로고    scopus 로고
    • No number can describe how good it was: Assessment issues in the multimodal classroom
    • Newfield, D., Andrew, D., Stein, P., & Maungedzo, R. (2003). No number can describe how good it was: Assessment issues in the multimodal classroom. Assessment in Education: Policy & Practice, 10(1), p. 61-81.
    • (2003) Assessment in Education: Policy & Practice , vol.10 , Issue.1 , pp. 61-81
    • Newfield, D.1    Andrew, D.2    Stein, P.3    Maungedzo, R.4
  • 140
    • 70449597897 scopus 로고    scopus 로고
    • Knowing more than words can say: Using multimodal assessment tools to excavate and construct knowledge about wolves
    • O'Byrne, B. (2009). Knowing More than Words Can Say: Using multimodal assessment tools to excavate and construct knowledge about wolves, International Journal of Science Education, 3(4), 523-539.
    • (2009) International Journal of Science Education , vol.3 , Issue.4 , pp. 523-539
    • O'Byrne, B.1
  • 144
    • 4043063651 scopus 로고    scopus 로고
    • Commentary: The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity
    • Pea, R. (2004). Commentary: The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of Learning Sciences, 13(3), 423-451.
    • (2004) The Journal of Learning Sciences , vol.13 , Issue.3 , pp. 423-451
    • Pea, R.1
  • 145
    • 39049161293 scopus 로고    scopus 로고
    • Beyond method: Assessment and learning practices and values
    • Pedder, D. (2006). Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17(2), 109-138.
    • (2006) The Curriculum Journal , vol.17 , Issue.2 , pp. 109-138
    • Pedder, D.1
  • 146
    • 0001867983 scopus 로고
    • Person-plus: A distributed view of thinking and learning
    • G. Salomon Ed., Cambridge, United Kingdom: Cambridge University Press, Camp
    • Perkins, D. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed Cognitions: Psychological and educational considerations. 88-110. Cambridge, United Kingdom: Cambridge University Press, Camp
    • (1993) Distributed Cognitions: Psychological and Educational Considerations , pp. 88-110
    • Perkins, D.1
  • 147
    • 0039483175 scopus 로고
    • Towards a pragmatic approach to formative evaluation
    • P. Weston Ed., Amsterdam, Netherlands: Swets & Zeitlinger
    • Perrenoud, P. (1991). Towards a pragmatic approach to formative evaluation. In P. Weston (Ed.), Assessment of pupil achievement. 79-101. Amsterdam, Netherlands: Swets & Zeitlinger.
    • (1991) Assessment of Pupil Achievement , pp. 79-101
    • Perrenoud, P.1
  • 149
    • 33847675812 scopus 로고    scopus 로고
    • On performing concepts during science lectures
    • Pozzer-Ardenghi, L., & Roth, W.-M. (2007). On performing concepts during science lectures. Science Education, 91(1), 96-114. doi:10.1002/sce.20172.
    • (2007) Science Education , vol.91 , Issue.1 , pp. 96-114
    • Pozzer-Ardenghi, L.1    Roth, W.-M.2
  • 151
    • 33751350012 scopus 로고    scopus 로고
    • An exploratory study of teachers' and students' use of multi-modal representations of concepts in primary science
    • Prain, V., & Waldrip, B. (2006). An exploratory study of teachers' and students' use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843-1866.
    • (2006) International Journal of Science Education , vol.28 , Issue.15 , pp. 1843-1866
    • Prain, V.1    Waldrip, B.2
  • 152
    • 38349163776 scopus 로고    scopus 로고
    • A sociocultural theorization of formative assessment
    • Pryor, J., & Crossouard, B. (2008). A sociocultural theorization of formative assessment. Oxford Review of Education, 33 (5) 1-20.
    • (2008) Oxford Review of Education , vol.33 , Issue.5 , pp. 1-20
    • Pryor, J.1    Crossouard, B.2
  • 153
    • 79551554554 scopus 로고    scopus 로고
    • Challenging formative assessment: Disciplinary spaces and identities
    • Pryor, J., & Crossouard, B. (2010). Challenging formative assessment: disciplinary spaces and identities. Assessment and Evaluation in Higher Education, 35(3), 265-276.
    • (2010) Assessment and Evaluation in Higher Education , vol.35 , Issue.3 , pp. 265-276
    • Pryor, J.1    Crossouard, B.2
  • 154
    • 27744558668 scopus 로고    scopus 로고
    • Teacher-pupil interaction in formative assessment: Assessing the work or protecting the child?
    • Pryor, J., & Torrance, H. (1996). Teacher-pupil interaction in formative assessment: Assessing the work or protecting the child? The Curriculum Journal, 7(2), 205-226.
    • (1996) The Curriculum Journal , vol.7 , Issue.2 , pp. 205-226
    • Pryor, J.1    Torrance, H.2
  • 155
    • 80054910084 scopus 로고    scopus 로고
    • Assessment, equity, and opportunity to learn
    • P. Moss, D. Pullan, J. Gee, E. Haertel & L. Young, Eds., New York: Cambridge University Press
    • Pullan, D. (2008). Assessment, equity, and opportunity to learn. In P. Moss, D. Pullan, J. Gee, E. Haertel & L. Young, (Eds.), Assessment, equity and opportunity to learn, 33-352. New York: Cambridge University Press.
    • (2008) Assessment, Equity and Opportunity to Learn , pp. 33-352
    • Pullan, D.1
  • 156
    • 14644432406 scopus 로고    scopus 로고
    • Toward implementing distributed scaffolding: Helping students learn science from design
    • Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.
    • (2005) Journal of Research in Science Teaching , vol.42 , Issue.2 , pp. 185-217
    • Puntambekar, S.1    Kolodner, J.L.2
  • 157
    • 84993660881 scopus 로고    scopus 로고
    • What do new views of knowledge and thinking have to say about research on teacher learning?
    • Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
    • (2000) Educational Researcher , vol.29 , Issue.1 , pp. 4-15
    • Putnam, R.1    Borko, H.2
  • 158
    • 0033238918 scopus 로고    scopus 로고
    • 'I'll be a nothing': Structure, agency and the construction of identity through assessment
    • Reay, D., & Wiliam, D. (1999). 'I'll be a nothing': Structure, agency and the construction of identity through assessment. British Educational Research Journal, 25(3), 343-54.
    • (1999) British Educational Research Journal , vol.25 , Issue.3 , pp. 343-354
    • Reay, D.1    Wiliam, D.2
  • 159
    • 0000512045 scopus 로고
    • Thinking with hands, eyes, and signs: Multimodal science talk in a Grade 6/7 unit on simple machines
    • Roth, W.-M. (1994). Thinking with hands, eyes, and signs: Multimodal science talk in a Grade 6/7 unit on simple machines. Interactive Learning Environments, 4(2), 170-187.
    • (1994) Interactive Learning Environments , vol.4 , Issue.2 , pp. 170-187
    • Roth, W.-M.1
  • 160
    • 0039102730 scopus 로고    scopus 로고
    • Interactional structures during a grade 4-5 open-design engineering unit
    • Roth, W.-M. (1997). Interactional structures during a grade 4-5 open-design engineering unit. Journal of Research in Science Teaching, 34, 273-302.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 273-302
    • Roth, W.-M.1
  • 162
    • 0036243189 scopus 로고    scopus 로고
    • Science, culture, and the emergence of language
    • Roth, W.-M., & Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86, 368-385.
    • (2002) Science Education , vol.86 , pp. 368-385
    • Roth, W.-M.1    Lawless, D.2
  • 163
    • 0033472023 scopus 로고    scopus 로고
    • Differential participation during science conversations: The interaction of focal artifacts, social configuration and physical arrangements
    • Roth, W.-M., McGinn, M., Woszczyna, C., & Boutonne, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configuration and physical arrangements. Journal of Learning Sciences, 8, 293-347.
    • (1999) Journal of Learning Sciences , vol.8 , pp. 293-347
    • Roth, W.-M.1    McGinn, M.2    Woszczyna, C.3    Boutonne, S.4
  • 164
    • 70349629112 scopus 로고    scopus 로고
    • 21st century skills: The challenges ahead
    • September
    • Rotherham, A., & Willingham, D. (2009, September). 21st century skills: The challenges ahead. Educational Leadership, 67(1), 16-21.
    • (2009) Educational Leadership , vol.67 , Issue.1 , pp. 16-21
    • Rotherham, A.1    Willingham, D.2
  • 165
    • 79955979018 scopus 로고    scopus 로고
    • Informal formative assessment: The role of instructional dialogues in assessing students' learning
    • Ruiz-Primo, M. (2011). Informal formative assessment: The role of instructional dialogues in assessing students' learning. Studies in Educational Evaluation, 37, 15-24.
    • (2011) Studies in Educational Evaluation , vol.37 , pp. 15-24
    • Ruiz-Primo, M.1
  • 166
    • 33750164034 scopus 로고    scopus 로고
    • Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning
    • Ruiz-Primo, M., & Furtak, E. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3-4), 205-235.
    • (2006) Educational Assessment , vol.11 , Issue.3-4 , pp. 205-235
    • Ruiz-Primo, M.1    Furtak, E.2
  • 167
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
    • (1989) Instructional Science , vol.18 , pp. 119-144
    • Sadler, D.R.1
  • 168
    • 0007106103 scopus 로고    scopus 로고
    • Formative assessment: Revisiting the territory
    • Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77-84.
    • (1998) Assessment in Education , vol.5 , Issue.1 , pp. 77-84
    • Sadler, D.R.1
  • 170
    • 33750190693 scopus 로고    scopus 로고
    • Working with teachers in assessment-related professional development
    • J. M. Atkin & J. E. Coffey Eds., Arlington, VA: NSTA Press
    • Sato, M. (2003). Working with teachers in assessment-related professional development. In J. M. Atkin & J. E. Coffey (Eds.), Everyday assessment in the science classroom, 109-120. Arlington, VA: NSTA Press.
    • (2003) Everyday Assessment in the Science Classroom , pp. 109-120
    • Sato, M.1
  • 171
    • 49749083018 scopus 로고    scopus 로고
    • Improving teachers' assessment practices through professional development: The case of National Board Certification
    • September
    • Sato, M., Wei, R., & Darling-Hammond, L. (2008, September). Improving teachers' assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45(3), 669-700.
    • (2008) American Educational Research Journal , vol.45 , Issue.3 , pp. 669-700
    • Sato, M.1    Wei, R.2    Darling-Hammond, L.3
  • 172
    • 33745956608 scopus 로고    scopus 로고
    • The tensions between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons
    • Scott, P., Mortimer, E., & Aguiar, O. (2006). The tensions between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90, 605-631.
    • (2006) Science Education , vol.90 , pp. 605-631
    • Scott, P.1    Mortimer, E.2    Aguiar, O.3
  • 173
    • 79952903569 scopus 로고    scopus 로고
    • Pedagogical link-making: A fundamental aspect of teaching and learning scientific conceptual knowledge
    • Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link-making: A fundamental aspect of teaching and learning scientific conceptual knowledge, Studies in Science Education, 47(1), 3-36.
    • (2011) Studies in Science Education , vol.47 , Issue.1 , pp. 3-36
    • Scott, P.1    Mortimer, E.2    Ametller, J.3
  • 174
    • 85012471629 scopus 로고    scopus 로고
    • Identity in science learning: Exploring the attention given to agency and structure in studies of identity
    • Shanahan, M. (2009). Identity in science learning: Exploring the attention given to agency and structure in studies of identity. Studies in Science Education, 45(1), 43-64.
    • (2009) Studies in Science Education , vol.45 , Issue.1 , pp. 43-64
    • Shanahan, M.1
  • 175
    • 84993729340 scopus 로고    scopus 로고
    • The role of assessment in a learning culture
    • Shepard, L. (2000). The role of assessment in a learning culture, Educational Researcher, 29(7), 4-14.
    • (2000) Educational Researcher , vol.29 , Issue.7 , pp. 4-14
    • Shepard, L.1
  • 176
    • 28044438928 scopus 로고    scopus 로고
    • Linking formative assessment to scaffolding
    • Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63, 66-70.
    • (2005) Educational Leadership , vol.63 , pp. 66-70
    • Shepard, L.A.1
  • 177
    • 42449152110 scopus 로고    scopus 로고
    • Classroom assessment
    • R. L. Brennan, Ed., 4th ed., Westport, CT: American Council on Education/Praeger
    • Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan, (Ed.), Educational measurement (4th ed.), 623-646. Westport, CT: American Council on Education/Praeger.
    • (2006) Educational Measurement , pp. 623-646
    • Shepard, L.A.1
  • 178
    • 69949136016 scopus 로고    scopus 로고
    • Commentary: Evaluating the validity of formative and interim assessment
    • Shepard, L. A. (2009). Commentary: Evaluating the validity of formative and interim assessment. Educational Measurement: Issues and Practices, 23(3), 32-37.
    • (2009) Educational Measurement: Issues and Practices , vol.23 , Issue.3 , pp. 32-37
    • Shepard, L.A.1
  • 179
    • 0001797108 scopus 로고
    • Knowledge and teaching: Foundations of the new reform
    • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
    • (1987) Harvard Educational Review , vol.57 , Issue.1 , pp. 1-22
    • Shulman, L.1
  • 182
    • 34249705249 scopus 로고    scopus 로고
    • Assessment through the student's eyes
    • May
    • Stiggins, R. (2007, May). Assessment through the student's eyes. Educational Leadership, 64(8), 22-26.
    • (2007) Educational Leadership , vol.64 , Issue.8 , pp. 22-26
    • Stiggins, R.1
  • 184
    • 84882800947 scopus 로고    scopus 로고
    • Chapter 4: Feedback: The central process in assessment for learning
    • S. Swaffield Ed., London and New York: Routledge
    • Swaffield, S. (2008). Chapter 4: Feedback: The central process in assessment for learning. In S. Swaffield (Ed.), Unlocking Assessment: Understanding for Reflection and Application, 57-72. London and New York: Routledge.
    • (2008) Unlocking Assessment: Understanding for Reflection and Application , pp. 57-72
    • Swaffield, S.1
  • 186
    • 4043162787 scopus 로고    scopus 로고
    • Synergy: A complement to emerging patterns of distributed scaffolding
    • Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305-335.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.3 , pp. 305-335
    • Tabak, I.1
  • 188
    • 39049155660 scopus 로고    scopus 로고
    • Changing practices: Influences on classroom assessment
    • November
    • Tierney, R. (2006, November). Changing practices: influences on classroom assessment. Assessment in Education, 13(3), 239-264.
    • (2006) Assessment in Education , vol.13 , Issue.3 , pp. 239-264
    • Tierney, R.1
  • 189
    • 84921304250 scopus 로고    scopus 로고
    • Professional development of teachers and researchers in a collaborative development of teaching resources
    • C. Linder, L. Östman, D. A. Roberts, P-O. Wickman, G. Ericksen & A. MacKinnon Eds., New York: Routledge
    • Tibergien, A., Vince, J., Gaidioz, P., & Coince, D. (2010). Professional development of teachers and researchers in a collaborative development of teaching resources. In C. Linder, L. Östman, D. A. Roberts, P-O. Wickman, G. Ericksen & A. MacKinnon (Eds.), Exploring the landscape of scientific literacy. 255-271. New York: Routledge.
    • (2010) Exploring the Landscape of Scientific Literacy , pp. 255-271
    • Tibergien, A.1    Vince, J.2    Gaidioz, P.3    Coince, D.4
  • 191
    • 0035540987 scopus 로고    scopus 로고
    • Developing formative assessment in the classroom: Using action research to explore and modify theory
    • Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 26(5), 615-631.
    • (2001) British Educational Research Journal , vol.26 , Issue.5 , pp. 615-631
    • Torrance, H.1    Pryor, J.2
  • 192
  • 193
    • 34748856888 scopus 로고    scopus 로고
    • Camberwell: Australian Council for Educational Research
    • Tytler, R. (2007). Re-imagining science education. Camberwell: Australian Council for Educational Research.
    • (2007) Re-imagining Science Education
    • Tytler, R.1
  • 194
    • 0042973580 scopus 로고    scopus 로고
    • Portfolios across educational contexts: Issues of evaluation, teacher development, and system validity
    • Valencia, S. W., & Au, K. H. (1997). Portfolios across educational contexts: Issues of evaluation, teacher development, and system validity. Educational Assessment, 4(1), 1-35.
    • (1997) Educational Assessment , vol.4 , Issue.1 , pp. 1-35
    • Valencia, S.W.1    Au, K.H.2
  • 196
    • 38049125202 scopus 로고    scopus 로고
    • Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation
    • Varales, M., Pappas, C., Kane, J., & Arsenault, A. (2010). Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation. Science Education, 92, 65-95.
    • (2010) Science Education , vol.92 , pp. 65-95
    • Varales, M.1    Pappas, C.2    Kane, J.3    Arsenault, A.4
  • 197
    • 77954458926 scopus 로고    scopus 로고
    • Exploring tensions in developing assessment for learning
    • Webb, M., & Jones, J. (2009). Exploring tensions in developing assessment for learning, Assessment in Education, 16(2), 165-184.
    • (2009) Assessment in Education , vol.16 , Issue.2 , pp. 165-184
    • Webb, M.1    Jones, J.2
  • 199
    • 27944486815 scopus 로고    scopus 로고
    • The role of dialogue in activity theory
    • Wells, G. (2002). The role of dialogue in activity theory. Mind, culture and activity, 9(1), 43-66.
    • (2002) Mind, Culture and Activity , vol.9 , Issue.1 , pp. 43-66
    • Wells, G.1
  • 200
    • 84924173507 scopus 로고    scopus 로고
    • Lesson plans and situated learning-and-teaching
    • Wells, G. (2003). Lesson plans and situated learning-and-teaching. The Journal of the Learning Sciences, 12(2), 265-272.
    • (2003) The Journal of the Learning Sciences , vol.12 , Issue.2 , pp. 265-272
    • Wells, G.1
  • 203
    • 84940033546 scopus 로고    scopus 로고
    • NewYork: Oxford University Press
    • Wertsch, J. (1998). Mind as action. NewYork: Oxford University Press.
    • (1998) Mind as Action
    • Wertsch, J.1
  • 205
    • 0142216649 scopus 로고    scopus 로고
    • The impact of educational research on mathematics education
    • A. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung Eds., Dordrecht, Netherlands: Kluwer Academic Publishers
    • Wiliam, D. (2003). The impact of educational research on mathematics education. In A. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education, 469-488. Dordrecht, Netherlands: Kluwer Academic Publishers.
    • (2003) Second International Handbook of Mathematics Education , pp. 469-488
    • Wiliam, D.1
  • 209
    • 85142848523 scopus 로고    scopus 로고
    • Integrating assessment with instruction: What will make it work?
    • C. A. Dwyer Ed, Mahwah, NJ: Lawrence Erlbaum Associates
    • Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will make it work? In C. A. Dwyer (Ed), The future of assessment: Shaping teaching and learning, 53-82. Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2007) The Future of Assessment: Shaping Teaching and Learning , pp. 53-82
    • Wiliam, D.1    Thompson, M.2
  • 211
    • 68149180014 scopus 로고    scopus 로고
    • Measuring progressions: Assessment structures underlying a learning progression
    • Wilson, M. (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46(6), 716-730.
    • (2009) Journal of Research in Science Teaching , vol.46 , Issue.6 , pp. 716-730
    • Wilson, M.1
  • 212
    • 0037225455 scopus 로고    scopus 로고
    • Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?
    • Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112-143.
    • (2002) Science Education , vol.87 , pp. 112-143
    • Windschitl, M.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.