-
3
-
-
84879414458
-
Development and datametric properties of a scale measuring students’ perceptions of the classroom assessment environment
-
Alkharusi, H. (2011). Development and datametric properties of a scale measuring students’ perceptions of the classroom assessment environment. International Journal of Instruction, 4(1), 105-120.
-
(2011)
International Journal of Instruction
, vol.4
, Issue.1
, pp. 105-120
-
-
Alkharusi, H.1
-
4
-
-
84928155709
-
Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs
-
Alkharusi, H., Aldhafri, S., & Alnabhani, H. (2014). Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs. Social Behavior and Personality, 42(5), 835-856.
-
(2014)
Social Behavior and Personality
, vol.42
, Issue.5
, pp. 835-856
-
-
Alkharusi, H.1
Aldhafri, S.2
Alnabhani, H.3
-
5
-
-
84899065994
-
Classroom assessment in the context of learning theory and research
-
J. H. McMillan (Ed.), Thousand Oaks, CA: Sage Publications, Inc
-
Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 17-34). Thousand Oaks, CA: Sage Publications, Inc.
-
(2013)
Sage handbook of research on classroom assessment
, pp. 17-34
-
-
Andrade, H.L.1
-
9
-
-
36849073702
-
How far have we moved toward the integration of theory and practice in self-regulation?
-
Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210. doi:10.1007/s10648-006-9013-4
-
(2006)
Educational Psychology Review
, vol.18
, Issue.3
, pp. 199-210
-
-
Boekaerts, M.1
Cascallar, E.2
-
10
-
-
29244472969
-
‘I don’t like writing. it makes my fingers hurt’: Students talk about their classroom assessments
-
Brookhart, S. M., & Bronowicz, D. L. (2003). ‘I don’t like writing. it makes my fingers hurt’: Students talk about their classroom assessments. Assessment in Education, 10(2), 221-242. doi:10.1080/0969594032000121298
-
(2003)
Assessment in Education
, vol.10
, Issue.2
, pp. 221-242
-
-
Brookhart, S.M.1
Bronowicz, D.L.2
-
11
-
-
33646703089
-
The dynamics of motivation and effort for classroom assessments in middle school science and social studies
-
Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education, 19(2), 151-184.
-
(2006)
Applied Measurement in Education
, vol.19
, Issue.2
, pp. 151-184
-
-
Brookhart, S.M.1
Walsh, J.M.2
Zientarski, W.A.3
-
13
-
-
80051925742
-
Self-regulation of assessment beliefs and attitudes: A review of the students’ conceptions of assessment inventory
-
Brown, G.T.L. (2011). Self-regulation of assessment beliefs and attitudes: A review of the students’ conceptions of assessment inventory. Educational Psychology, 31(6), 731-748. doi:10.1080/0143410.2011.599836
-
(2011)
Educational Psychology
, vol.31
, Issue.6
, pp. 731-748
-
-
Brown, G.T.L.1
-
14
-
-
84863889743
-
Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems
-
Brown, G.T.L., & Harris, L. R. (2012). Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems. Australian Journal of Educational and Developmental Psychology, 12, 46-59.
-
(2012)
Australian Journal of Educational and Developmental Psychology
, vol.12
, pp. 46-59
-
-
Brown, G.T.L.1
Harris, L.R.2
-
16
-
-
85066227830
-
Students’ conceptions of assessment: Links to outcomes
-
Brown, G.T.L., & Hirschfeld, G. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17. doi:10.1080/09695940701876003
-
(2008)
Assessment in Education: Principles, Policy & Practice
, vol.15
, Issue.1
, pp. 3-17
-
-
Brown, G.T.L.1
Hirschfeld, G.2
-
17
-
-
58649106226
-
Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment
-
Brown, G.T.L., Irving, S. E., Peterson, E. R., & Hirschfeld, G.H.F. (2009). Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment. Learning and Instruction, 19(2), 97-111.
-
(2009)
Learning and Instruction
, vol.19
, Issue.2
, pp. 97-111
-
-
Brown, G.T.L.1
Irving, S.E.2
Peterson, E.R.3
Hirschfeld, G.H.F.4
-
18
-
-
84907667464
-
Student perspectives of assessment: Considering what assessment means to learners
-
D. M. McInerney, G.T.L. Brown, & G. A. D. Liem (Eds.), Charlotte, NC: Information Age Publishing
-
Brown, G.T.L., McInerney, D. M., & Liem, G.A.D. (2009). Student perspectives of assessment: Considering what assessment means to learners. In D. M. McInerney, G.T.L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 1-21). Charlotte, NC: Information Age Publishing.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 1-21
-
-
Brown, G.T.L.1
McInerney, D.M.2
Liem, G.A.D.3
-
19
-
-
84899737696
-
Beliefs that make a difference: Adaptive and maladaptive self-regulation in students’ conceptions of assessment
-
D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), Charlotte, NC: Information Age Publishing
-
Brown, G.T.L., Peterson, E. R., & Irving, S. E. (2009). Beliefs that make a difference: Adaptive and maladaptive self-regulation in students’ conceptions of assessment. In D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 159-186). Charlotte, NC: Information Age Publishing.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 159-186
-
-
Brown, G.T.L.1
Peterson, E.R.2
Irving, S.E.3
-
20
-
-
33846993449
-
Student perceptions of classroom assessment
-
Sydney
-
Cavanagh, R., Waldrip, B., Romanoski, J., & Dorman, J. (2005). Student perceptions of classroom assessment. Annual Conference of the Australian Association for Research in Education, Sydney.
-
(2005)
Annual Conference of the Australian Association for Research in Education
-
-
Cavanagh, R.1
Waldrip, B.2
Romanoski, J.3
Dorman, J.4
-
21
-
-
84887577913
-
Students’ interpersonal trust and attitudes towards standardized tests: Exploring affective variables related to student assessment
-
Chu, M. W., Guo, Q., & Leighton, J. P. (2014). Students’ interpersonal trust and attitudes towards standardized tests: Exploring affective variables related to student assessment. Assessment in Education: Principles, Policy & Practice, 21(2), 167-192. doi:10.19080/0969594X.2013.844094
-
(2014)
Assessment in Education: Principles, Policy & Practice
, vol.21
, Issue.2
, pp. 167-192
-
-
Chu, M.W.1
Guo, Q.2
Leighton, J.P.3
-
22
-
-
84965599903
-
The impact of classroom evaluation practices on students
-
Crooks, T. (1988). The impact of classroom evaluation practices 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
-
23
-
-
84968867082
-
Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis
-
D. Fisher & M. S. Khine (Eds.), 1st ed., , Singapore: World Scientific
-
Dorman, J. P., Fisher, D. L., & Waldrip, B. G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis. In D. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: Worldviews (1st ed., pp. 1-28). Singapore: World Scientific.
-
(2006)
Contemporary approaches to research on learning environments: Worldviews
, pp. 1-28
-
-
Dorman, J.P.1
Fisher, D.L.2
Waldrip, B.G.3
-
24
-
-
29244483156
-
Initial use of the Perceptions of Assessment Tasks Inventory (PATI) in English secondary schools
-
Dorman, J. P., & Knightley, W. M. (2006a). Initial use of the Perceptions of Assessment Tasks Inventory (PATI) in English secondary schools. Educational Studies, 32(1), 47-58.
-
(2006)
Educational Studies
, vol.32
, Issue.1
, pp. 47-58
-
-
Dorman, J.P.1
Knightley, W.M.2
-
25
-
-
29244483156
-
Development and validation of an instrument to assess secondary school students’ perceptions of assessment tasks
-
Dorman, J. P., & Knightley, W. M. (2006b). Development and validation of an instrument to assess secondary school students’ perceptions of assessment tasks. Educational Studies, 32(1), 47-58. doi:101.1080/03055690500415951
-
(2006)
Educational Studies
, vol.32
, Issue.1
, pp. 47-58
-
-
Dorman, J.P.1
Knightley, W.M.2
-
26
-
-
85054483399
-
Using the Student Perceptions of Assessment Questionnaire (SPAQ) to develop an assessment typology for science classes
-
Dorman, J. P., Waldrip, B. G., & Fisher, D. L. (2008). Using the Student Perceptions of Assessment Questionnaire (SPAQ) to develop an assessment typology for science classes. Journal of Science Education, 1(9), 13-17.
-
(2008)
Journal of Science Education
, vol.1
, Issue.9
, pp. 13-17
-
-
Dorman, J.P.1
Waldrip, B.G.2
Fisher, D.L.3
-
27
-
-
33744765142
-
The structure of attitudes
-
D. Albarracin, B. T. Johnson, & M. P. Zanna (Eds.), New York: Lawrence Erlbaum Associates
-
Fabrigar, L. R., MacDonald, T. K., & Wegener, D. T. (2005). The structure of attitudes. In D. Albarracin, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 79-124). New York: Lawrence Erlbaum Associates.
-
(2005)
The handbook of attitudes
, pp. 79-124
-
-
Fabrigar, L.R.1
MacDonald, T.K.2
Wegener, D.T.3
-
28
-
-
84880001620
-
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?
-
K. R. Harris, S. Graham, & T. Urdan (Eds.), Washington, DC: APA
-
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 471-499). Washington, DC: APA.
-
(2012)
APA educational psychology handbook: Individual differences and cultural and contextual factors
, vol.2
, pp. 471-499
-
-
Fives, H.1
Buehl, M.M.2
-
29
-
-
84923053595
-
Students’ voices in school-based assessment of Hong Kong: A case study
-
D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), 1st ed., Charlotte, NC: Information Age
-
Gao, M. (2009). Students’ voices in school-based assessment of Hong Kong: A case study. In D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (1st ed., pp. 107-130). Charlotte, NC: Information Age.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 107-130
-
-
Gao, M.1
-
30
-
-
84919351221
-
Classroom assessments in mathematics: High school students’ perceptions
-
Gao, M. (2012). Classroom assessments in mathematics: High school students’ perceptions. International Journal of Business and Social Science, 3(2), 63-68.
-
(2012)
International Journal of Business and Social Science
, vol.3
, Issue.2
, pp. 63-68
-
-
Gao, M.1
-
31
-
-
0032252605
-
Effort, ability, and the teacher: Young children’s explanations of success and failure
-
Gipps, C., & Tunstall, P. (1998). Effort, ability, and the teacher: Young children’s explanations of success and failure. Oxford Review of Education, 24(2), 149-166.
-
(1998)
Oxford Review of Education
, vol.24
, Issue.2
, pp. 149-166
-
-
Gipps, C.1
Tunstall, P.2
-
32
-
-
84902386351
-
Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses
-
Harris, L. R., Brown, G.T.L., & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation, and Accountability, 26, 107. doi:10.1007/s11092-013-9187-5
-
(2014)
Educational Assessment, Evaluation, and Accountability
, vol.26
, pp. 107
-
-
Harris, L.R.1
Brown, G.T.L.2
Harnett, J.A.3
-
33
-
-
84863868507
-
“Drawing” out student conceptions: Using pupils’ pictures to examine their conceptions of assessment
-
D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), 1st ed., Charlotte, NC: Information Age Publishing, Inc
-
Harris, L. R., Harnett, J. A., & Brown, G.T.L. (2009). “Drawing” out student conceptions: Using pupils’ pictures to examine their conceptions of assessment. In D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (1st ed., pp. 53-83). Charlotte, NC: Information Age Publishing, Inc.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 53-83
-
-
Harris, L.R.1
Harnett, J.A.2
Brown, G.T.L.3
-
35
-
-
84860990841
-
Formative assessment and feedback: Making learning visible
-
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27.
-
(2012)
Studies in Educational Evaluation
, vol.38
, pp. 21-27
-
-
Havnes, A.1
Smith, K.2
Dysthe, O.3
Ludvigsen, K.4
-
36
-
-
62449136977
-
Students’ conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity
-
Hirschfeld, G.H.F., & Brown, G.T.L. (2009). Students’ conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity. European Journal of Psychological Assessment, 25(1), 30-38.
-
(2009)
European Journal of Psychological Assessment
, vol.25
, Issue.1
, pp. 30-38
-
-
Hirschfeld, G.H.F.1
Brown, G.T.L.2
-
37
-
-
84938962356
-
Student perception of assessment practices: Towards ʼno loser’ classrooms for all students in the ethnic minority schools in Hong Kong
-
Hue, M., Leung, C., & Kennedy, K. J. (2014). Student perception of assessment practices: Towards ʼno loser’ classrooms for all students in the ethnic minority schools in Hong Kong. Educational Assessment, Evaluation, and Accountability, 26, 1-21. doi:10.1007/s11092-014-9205-2
-
(2014)
Educational Assessment, Evaluation, and Accountability
, vol.26
, pp. 1-21
-
-
Hue, M.1
Leung, C.2
Kennedy, K.J.3
-
38
-
-
84863864067
-
Feedback and academic achievement: The relationship between students’ conceptions of feedback and achievement
-
Liverpool, UK
-
Irving, S. E., Peterson, E. R., & Brown, G.T.L. (2008). Feedback and academic achievement: The relationship between students’ conceptions of feedback and achievement. Paper Presented at the 6th Biennial Conference of the International Test Commission, Liverpool, UK.
-
(2008)
Paper Presented at the 6th Biennial Conference of the International Test Commission
-
-
Irving, S.E.1
Peterson, E.R.2
Brown, G.T.L.3
-
40
-
-
41549107463
-
Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning?
-
Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? Assessing Writing, 12(3), 180.
-
(2007)
Assessing Writing
, vol.12
, Issue.3
, pp. 180
-
-
Lee, I.1
-
41
-
-
84857138127
-
Measuring students’ emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
-
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning & Individual Differences, 22(2), 190-201.
-
(2012)
Learning & Individual Differences
, vol.22
, Issue.2
, pp. 190-201
-
-
Lichtenfeld, S.1
Pekrun, R.2
Stupnisky, R.H.3
Reiss, K.4
Murayama, K.5
-
42
-
-
84902975110
-
The Test Anxiety Measure for Adolescents (TAMA): Examination of the reliability and validity of the scores of a new multidimensional measure of test anxiety for middle and high school students
-
Lowe, P. A. (2014). The Test Anxiety Measure for Adolescents (TAMA): Examination of the reliability and validity of the scores of a new multidimensional measure of test anxiety for middle and high school students. Journal of Psychoeducational Assessment. 32(5), 404-416. doi:10.1177/0734282913520595
-
(2014)
Journal of Psychoeducational Assessment
, vol.32
, Issue.5
, pp. 404-416
-
-
Lowe, P.A.1
-
43
-
-
84860788876
-
Cross-cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students (TAS-E)
-
Lowe, P. A., & Ang, R. P. (2012). Cross-cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students (TAS-E). Educational Psychology, 32(1), 107-126. doi:10.1080/01443410.2011.625625
-
(2012)
Educational Psychology
, vol.32
, Issue.1
, pp. 107-126
-
-
Lowe, P.A.1
Ang, R.P.2
-
44
-
-
80055120498
-
Examination of the psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores
-
Lowe, P. A., Grumbein, M. J., & Raad, J. M. (2011). Examination of the psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores. Journal of Psychoeducational Assessment, 29(6), 503-514. doi:10.1177/0734282910395894
-
(2011)
Journal of Psychoeducational Assessment
, vol.29
, Issue.6
, pp. 503-514
-
-
Lowe, P.A.1
Grumbein, M.J.2
Raad, J.M.3
-
45
-
-
49249095708
-
Factor structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) scores across gender among students in elementary and secondary school settings
-
Lowe, P. A., & Lee, S. W. (2008). Factor structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) scores across gender among students in elementary and secondary school settings. Journal of Psychoeducational Assessment, 26(3), 231-246.
-
(2008)
Journal of Psychoeducational Assessment
, vol.26
, Issue.3
, pp. 231-246
-
-
Lowe, P.A.1
Lee, S.W.2
-
46
-
-
49249108354
-
The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students
-
Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., . . . Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215-230. doi:10.1177/0734282907303760
-
(2008)
Journal of Psychoeducational Assessment
, vol.26
, Issue.3
, pp. 215-230
-
-
Lowe, P.A.1
Lee, S.W.2
Witteborg, K.M.3
Prichard, K.W.4
Luhr, M.E.5
Cullinan, C.M.6
Janik, M.7
-
47
-
-
79955956292
-
-
Charlotte, NC: Information Age Publishing
-
McInerney, D. M., Brown, G.T.L., & Liem, G.A.D. (Eds.). (2009). Student perspectives on assessment: What students can tell us about assessment for learning. Charlotte, NC: Information Age Publishing.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
-
-
McInerney, D.M.1
Brown, G.T.L.2
Liem, G.A.D.3
-
52
-
-
84937385470
-
Students’ perceptions of literacy assessment
-
Moni, K. B., van Kraayenoord, C. E., & Baker, C. D. (2002). Students’ perceptions of literacy assessment. Assessment in Education: Principles, Policy & Practice, 9(3), 319-342.
-
(2002)
Assessment in Education: Principles, Policy & Practice
, vol.9
, Issue.3
, pp. 319-342
-
-
Moni, K.B.1
Van Kraayenoord, C.E.2
Baker, C.D.3
-
53
-
-
38149089032
-
The relationship between the affective, behavioral, and cognitive components of attitude
-
Ostrom, T. M. (1969). The relationship between the affective, behavioral, and cognitive components of attitude. Journal of Experimental Social Psychology, 5(1), 12-30.
-
(1969)
Journal of Experimental Social Psychology
, vol.5
, Issue.1
, pp. 12-30
-
-
Ostrom, T.M.1
-
54
-
-
0032329474
-
Formalist thinking and language arts instruction: Teachers’ and students’ beliefs about truth and caring in the teaching conversation
-
Pajares, M. F., & Graham, L. (1998). Formalist thinking and language arts instruction: Teachers’ and students’ beliefs about truth and caring in the teaching conversation. Teaching and Teacher Education, 14(8), 855-870.
-
(1998)
Teaching and Teacher Education
, vol.14
, Issue.8
, pp. 855-870
-
-
Pajares, M.F.1
Graham, L.2
-
55
-
-
85046521391
-
-
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). Journal of Personality and Social Psychology, 65(4), 781-791. doi:10.1037/0022-3514.65.4.781
-
(1993)
Journal of Personality and Social Psychology
, vol.65
, Issue.4
, pp. 781-791
-
-
Patrick, B.C.1
Skinner, E.A.2
Connell, J.P.3
-
56
-
-
33845331749
-
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
-
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
-
(2006)
Educational Psychology Review
, vol.18
, pp. 315-341
-
-
Pekrun, R.1
-
57
-
-
85057298826
-
Self-report measures of academic emotions
-
R. Pekrun & L. Linnebrink-Garcia (Eds.), 1st ed., New York: Routledge
-
Pekrun, R., & Bühner, M. (2014). Self-report measures of academic emotions. In R. Pekrun & L. Linnebrink-Garcia (Eds.), International handbook of emotions in education (1st ed., pp. 561-579). New York: Routledge.
-
(2014)
International handbook of emotions in education
, pp. 561-579
-
-
Pekrun, R.1
Bühner, M.2
-
58
-
-
84886301182
-
The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions
-
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning & Instruction, 29, 115-124.
-
(2014)
Learning & Instruction
, vol.29
, pp. 115-124
-
-
Pekrun, R.1
Cusack, A.2
Murayama, K.3
Elliot, A.J.4
Thomas, K.5
-
59
-
-
33746911574
-
Achievement goals and discrete achievement emotions: A theoretical model and prospective test
-
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597. doi:10.1037/0022-0663.98.3.583
-
(2006)
Journal of Educational Psychology
, vol.98
, pp. 583-597
-
-
Pekrun, R.1
Elliot, A.J.2
Maier, M.A.3
-
60
-
-
60849089903
-
Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance
-
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. doi:10.1037/a0013383
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 115-135
-
-
Pekrun, R.1
Elliot, A.J.2
Maier, M.A.3
-
61
-
-
78650564566
-
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
-
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48. doi:10.1016/j.cedpsych.2010.10.002
-
(2011)
Contemporary Educational Psychology
, vol.36
, pp. 36-48
-
-
Pekrun, R.1
Goetz, T.2
Frenzel, A.C.3
Barchfeld, P.4
Perry, R.P.5
-
62
-
-
6344264016
-
Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ)
-
Pekrun, R., Goetz, T., Perry, P. R., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress & Coping, 17(3), 287-316.
-
(2004)
Anxiety, Stress & Coping
, vol.17
, Issue.3
, pp. 287-316
-
-
Pekrun, R.1
Goetz, T.2
Perry, P.R.3
Kramer, K.4
Hochstadt, M.5
Molfenter, S.6
-
63
-
-
0036087015
-
Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research
-
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-105. doi:10.1207/S15326985EP3702_4
-
(2002)
Educational Psychologist
, vol.37
, pp. 91-105
-
-
Pekrun, R.1
Goetz, T.2
Titz, W.3
Perry, R.P.4
-
64
-
-
84934978570
-
Achievement emotions in higher education: A diary study exploring emotions across an assessment event
-
Peterson, E. R., Brown, G.T.L., & Jun, M. C. (2015). Achievement emotions in higher education: A diary study exploring emotions across an assessment event. Contemporary Educational Psychology, 42, 82-96. doi:10.1016/j.cedpsych.2015.05.002
-
(2015)
Contemporary Educational Psychology
, vol.42
, pp. 82-96
-
-
Peterson, E.R.1
Brown, G.T.L.2
Jun, M.C.3
-
65
-
-
43049083031
-
Secondary school students’ conceptions of assessment and feedback
-
Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction, 18, 235-250. doi:10.1016/j.learninstruc.2007.05.001
-
(2008)
Learning and Instruction
, vol.18
, pp. 235-250
-
-
Peterson, E.R.1
Irving, S.E.2
-
66
-
-
84893859436
-
Accessing primary pupils’ conceptions of daily classroom assessment practices
-
D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), Charlotte, NC: Information Age Publishing, Inc
-
Remesal, A. (2009). Accessing primary pupils’ conceptions of daily classroom assessment practices. In D. M. McInerney, G.T.L. Brown, & G.A.D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 25-52). Charlotte, NC: Information Age Publishing, Inc.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 25-52
-
-
Remesal, A.1
-
67
-
-
0002455659
-
Cognitive, affective and behavioral components of attitudes
-
M. J. Rosenberg, & C. I. Hovland (Eds.), New Haven: Yale University Press
-
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective and behavioral components of attitudes. In M. J. Rosenberg, & C. I. Hovland (Eds.), Attitude organization and change: An analysis of consistency among attitude components (pp. 1-14). New Haven: Yale University Press.
-
(1960)
Attitude organization and change: An analysis of consistency among attitude components
, pp. 1-14
-
-
Rosenberg, M.J.1
Hovland, C.I.2
-
68
-
-
84860991879
-
Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?
-
Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2011). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270-288. doi:10.1111/j.2044-8279.2011.02025.x
-
(2011)
British Journal of Educational Psychology
, vol.82
, Issue.2
, pp. 270-288
-
-
Rubie-Davies, C.M.1
Flint, A.2
McDonald, L.G.3
-
69
-
-
0003800989
-
-
Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers
-
Schunk, D. H. (1992). Theory and research on student perceptions in the classroom. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 3-24). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
-
(1992)
Student perceptions in the classroom
, pp. 3-24
-
-
Schunk, D.H.1
-
70
-
-
0003800989
-
-
Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers
-
Schunk, D. H., & Meece, J. L. (Eds.). (1992). Student perceptions in the classroom. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
-
(1992)
Student perceptions in the classroom
-
-
Schunk, D.H.1
Meece, J.L.2
-
71
-
-
79955968268
-
How do Dutch secondary teachers and students conceive the purpose of assessment?
-
Segers, M., & Tillema, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation, 37, 49-54.
-
(2011)
Studies in Educational Evaluation
, vol.37
, pp. 49-54
-
-
Segers, M.1
Tillema, H.2
-
72
-
-
84993729340
-
The role of assessment in a learning culture
-
Shepard, L. A. (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.A.1
-
73
-
-
21744438559
-
Comparison of teacher and student perspectives of tasks and feedback
-
Tjeerdsma, B. L. (1997). Comparison of teacher and student perspectives of tasks and feedback. Journal of Teaching in Physical Education, 16(4), 388.
-
(1997)
Journal of Teaching in Physical Education
, vol.16
, Issue.4
, pp. 388
-
-
Tjeerdsma, B.L.1
-
74
-
-
3743103030
-
‘How does your teacher help you to make your work better?' children’s understanding of formative assessment
-
Tunstall, P., & Gipps, C. (1996). ‘How does your teacher help you to make your work better?' children’s understanding of formative assessment. Curriculum Journal, 7(2), 185-203.
-
(1996)
Curriculum Journal
, vol.7
, Issue.2
, pp. 185-203
-
-
Tunstall, P.1
Gipps, C.2
-
76
-
-
84883528993
-
Analyzing the dimensionality of the students’ conceptions of assessment (SCoA) inventory
-
D. M. McInerney, G.T.L. Brown, & G. A. Liem (Eds.), Charlotte, NC: Information Age Publishing, Inc
-
Weekers, A. M., Brown, G.T.L., & Veldkamp, B. P. (2009). Analyzing the dimensionality of the students’ conceptions of assessment (SCoA) inventory. In D. M. McInerney, G.T.L. Brown, & G. A. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 133-158). Charlotte, NC: Information Age Publishing, Inc.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 133-158
-
-
Weekers, A.M.1
Brown, G.T.L.2
Veldkamp, B.P.3
-
77
-
-
33847332739
-
Motivation from an attributional perspective and the social psychology of perceived competence
-
A. J. Elliot & C. S. Dweck (Eds.), New York: Guilford
-
Weiner, B. (2005). Motivation from an attributional perspective and the social psychology of perceived competence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 73-84). New York: Guilford.
-
(2005)
Handbook of competence and motivation
, pp. 73-84
-
-
Weiner, B.1
-
79
-
-
79959981421
-
‘You know what you’ve done right and what you’ve done wrong and what you need to improve on’: New Zealand students’ perspectives on feedback
-
Williams, J. A. (2014). ‘You know what you’ve done right and what you’ve done wrong and what you need to improve on’: New Zealand students’ perspectives on feedback. Assessment in Education: Principles, Policy & Practice, 17(3), 301-314. doi:10.1080/0969594X.2010.496249
-
(2014)
Assessment in Education: Principles, Policy & Practice
, vol.17
, Issue.3
, pp. 301-314
-
-
Williams, J.A.1
-
80
-
-
6344285056
-
Measuring test anxiety in children: Scale development and internal construct validation
-
Wren, D. G., & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress & Coping, 17(3), 227-240.
-
(2004)
Anxiety, Stress & Coping
, vol.17
, Issue.3
, pp. 227-240
-
-
Wren, D.G.1
Benson, J.2
|