-
1
-
-
66349125167
-
Grades as valid measures of academic achievement of classroom learning
-
Allen, J. D., (2005). Grades as valid measures of academic achievement of classroom learning. The Clearing House, 78 (5), 218–223. https://doi.org/10.3200/TCHS.78.5.218-223
-
(2005)
The Clearing House
, vol.78
, Issue.5
, pp. 218-223
-
-
Allen, J.D.1
-
3
-
-
56749172262
-
Reporting achievement at the secondary level: What and how?
-
Guskey T.R., (ed), ASCD, &, (Ed
-
Bailey, J., & McTighe, J., (1996). Reporting achievement at the secondary level: What and how? In T. R., Guskey (Ed.), Communicating student learning: ASCD yearbook 1996 (pp. 119–140). ASCD.
-
(1996)
Communicating student learning: ASCD yearbook 1996
, pp. 119-140
-
-
Bailey, J.1
McTighe, J.2
-
4
-
-
34247570169
-
The use of syllabi in assessments: Unobtrusive indicators and tools for faculty development
-
Bers, T. H., Davis, B. D., & Taylor, B., (2000). The use of syllabi in assessments: Unobtrusive indicators and tools for faculty development. Assessment Update, 12 (3), 4–7.
-
(2000)
Assessment Update
, vol.12
, Issue.3
, pp. 4-7
-
-
Bers, T.H.1
Davis, B.D.2
Taylor, B.3
-
5
-
-
0001586316
-
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
-
6
-
-
0002473171
-
Learning for mastery
-
ERIC Document Reproduction ED053419
-
Bloom, B. S., (1968). Learning for mastery. Evaluation Comment, 1 (2), 1–12. (ERIC Document Reproduction No. ED053419).
-
(1968)
Evaluation Comment
, vol.1
, Issue.2
, pp. 1-12
-
-
Bloom, B.S.1
-
7
-
-
0009835330
-
Mastery learning
-
Block J.H., (ed), Holt, Rinehart & Winston,. (Ed
-
Bloom, B. S., (1971). Mastery learning. In J. H., Block (Ed.), Mastery learning: Theory and practice (pp. 47–63). Holt, Rinehart & Winston.
-
(1971)
Mastery learning: Theory and practice
, pp. 47-63
-
-
Bloom, B.S.1
-
9
-
-
0039772807
-
Grading practices and validity
-
Brookhart, S. M., (1991). Grading practices and validity. Educational Measurement: Issues and Practice, 10 (1), 35–36. https://doi.org/10.1111/j.1745-3992.1991.tb00182.x
-
(1991)
Educational Measurement: Issues and Practice
, vol.10
, Issue.1
, pp. 35-36
-
-
Brookhart, S.M.1
-
10
-
-
11144342318
-
-
Pearson Education
-
Brookhart, S. M., (2009). Grading. Pearson Education.
-
(2009)
Grading
-
-
Brookhart, S.M.1
-
11
-
-
82255173871
-
Starting the conversation about grading
-
Brookhart, S. M., (2011). Starting the conversation about grading. Educational Leadership, 69 (3), 10–14.
-
(2011)
Educational Leadership
, vol.69
, Issue.3
, pp. 10-14
-
-
Brookhart, S.M.1
-
12
-
-
85000659051
-
A century of grading research: Meaning and value in the most common educational measure
-
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E., (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86 (4), 803–848. https://doi.org/10.3102/0034654316672069
-
(2016)
Review of Educational Research
, vol.86
, Issue.4
, pp. 803-848
-
-
Brookhart, S.M.1
Guskey, T.R.2
Bowers, A.J.3
McMillan, J.H.4
Smith, J.K.5
Smith, L.F.6
Stevens, M.T.7
Welsh, M.E.8
-
14
-
-
33846891203
-
Spirituality in counselor training: A content analysis of syllabi from introductory spirituality courses
-
Cashwell, C. S., & Young, J. S., (2004). Spirituality in counselor training: A content analysis of syllabi from introductory spirituality courses. Counseling and Values, 48 (2), 96–109. https://doi.org/10.1002/j.2161-007X.2004.tb00237.x
-
(2004)
Counseling and Values
, vol.48
, Issue.2
, pp. 96-109
-
-
Cashwell, C.S.1
Young, J.S.2
-
15
-
-
0036239932
-
Cognitive test anxiety an academic performance
-
Cassady, J. C., & Johnson, R. E., (2002). Cognitive test anxiety an academic performance. Contemporary Educational Psychology, 27 (2), 270–295. https://doi.org/10.1006/ceps.2001.1094
-
(2002)
Contemporary Educational Psychology
, vol.27
, Issue.2
, pp. 270-295
-
-
Cassady, J.C.1
Johnson, R.E.2
-
16
-
-
0007211728
-
Teachers’ assessment practices: Preparation, isolation, and the kitchen sink
-
Cizek, G. J., Fitzgerald, S. M., & Rachor, R. E., (1996). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3 (2), 159–179. https://doi.org/10.1207/s15326977ea0302_3
-
(1996)
Educational Assessment
, vol.3
, Issue.2
, pp. 159-179
-
-
Cizek, G.J.1
Fitzgerald, S.M.2
Rachor, R.E.3
-
17
-
-
0033479667
-
Hodgepodge grading: Endorsed by students and teachers alike
-
Cross, L. H., & Frary, R. B., (1999). Hodgepodge grading: Endorsed by students and teachers alike. Applied Measurement in Education, 12 (1), 53–72. https://doi.org/10.1207/s15324818ame1201_4
-
(1999)
Applied Measurement in Education
, vol.12
, Issue.1
, pp. 53-72
-
-
Cross, L.H.1
Frary, R.B.2
-
19
-
-
84926469760
-
Assessment systems as cultural scripts: A sociocultural theoretical lens on assessment practice and products
-
–,. https://.org/10.1080/0969594X.2015.1021568
-
Elwood, J., & Murphy, P., (2015). Assessment systems as cultural scripts: A sociocultural theoretical lens on assessment practice and products. Assessment in Education: Principles, Policy, & Practice, 22 (2), 182–192. https://doi.org/10.1080/0969594X.2015.1021568
-
(2015)
Assessment in Education: Principles, Policy, & Practice
, vol.22
, Issue.2
, pp. 182-192
-
-
Elwood, J.1
Murphy, P.2
-
20
-
-
0012233031
-
Positional response bias in multiple-choice tests of learning: Its relation to testwiseness and guessing strategy
-
Fagley, N. S., (1987). Positional response bias in multiple-choice tests of learning: Its relation to testwiseness and guessing strategy. Journal of Educational Psychology, 79 (1), 95–97. https://doi.org/10.1037/0022-0663.79.1.95
-
(1987)
Journal of Educational Psychology
, vol.79
, Issue.1
, pp. 95-97
-
-
Fagley, N.S.1
-
21
-
-
0040028342
-
Student evaluation techniques and their relationship to grade and curriculum
-
Gullikson, A. R., (1985). Student evaluation techniques and their relationship to grade and curriculum. Journal of Educational Research, 79 (2), 96–100. https://doi.org/10.1080/00220671.1985.10885657
-
(1985)
Journal of Educational Research
, vol.79
, Issue.2
, pp. 96-100
-
-
Gullikson, A.R.1
-
22
-
-
8744259845
-
-
Guskey T.R., (ed), Alexandria, VA:. (Ed.), Communicating Student Learning. 1996 Yearbook of the Association for Supervision and Curriculum Development (, : Association for Supervision and Curriculum Development
-
Guskey, T. R., (1996). Reporting on student learning: Lessons from the past–Prescriptions for the future. In T. R., Guskey (Ed.), Communicating Student Learning. 1996 Yearbook of the Association for Supervision and Curriculum Development (pp. 13 - 24). Alexandria, VA: Association for Supervision and Curriculum Development.
-
(1996)
Reporting on student learning: Lessons from the past–Prescriptions for the future
, pp. 13-24
-
-
Guskey, T.R.1
-
24
-
-
1842617684
-
Professional development and teacher change
-
Guskey, T. R., (2002). Professional development and teacher change. Teachers and teaching, 8 (3), 381–391. doi: 10.1080/135406002100000512
-
(2002)
Teachers and teaching
, vol.8
, Issue.3
, pp. 381-391
-
-
Guskey, T.R.1
-
25
-
-
33744799048
-
Making high school grades meaningful
-
Guskey, T. R., (2006). Making high school grades meaningful. Phi Delta Kappan, 87 (9), 670–675.
-
(2006)
Phi Delta Kappan
, vol.87
, Issue.9
, pp. 670-675
-
-
Guskey, T.R.1
-
26
-
-
82255173872
-
Five obstacles to grading reform
-
Guskey, T. R., (2011). Five obstacles to grading reform. Educational Leadership, 69 (3), 16–21.
-
(2011)
Educational Leadership
, vol.69
, Issue.3
, pp. 16-21
-
-
Guskey, T.R.1
-
27
-
-
85058207624
-
Exploring the factors teachers consider in determining students’ grades
-
–,. https://.org/10.1080/0969594X.2018.1555515
-
Guskey, T. R., & Link, L., (2019). Exploring the factors teachers consider in determining students’ grades. Assessment in Education: Principles, Policy & Practice, 26 (3), 303–320. https://doi.org/10.1080/0969594X.2018.1555515
-
(2019)
Assessment in Education: Principles, Policy & Practice
, vol.26
, Issue.3
, pp. 303-320
-
-
Guskey, T.R.1
Link, L.2
-
28
-
-
84865514130
-
Beyond grade inflation: Grading problems in higher education
-
Ed.). (. https://.org/10.1002/aehe.3006
-
Hu, S., (Ed.). (2005). Beyond grade inflation: Grading problems in higher education. ASHE Higher Education Report, 30 (6), 1–99. https://doi.org/10.1002/aehe.3006
-
(2005)
ASHE Higher Education Report
, vol.30
, Issue.6
, pp. 1-99
-
-
Hu, S.1
-
29
-
-
84938551646
-
Does grading affect educational attainment? A longitudinal study
-
–,. https://.org/10.1080/0969594X.2014.988121
-
Klapp, A., (2015). Does grading affect educational attainment? A longitudinal study. Assessment in Education: Principles, Policy, & Practice, 22 (3), 303–323. https://doi.org/10.1080/0969594X.2014.988121
-
(2015)
Assessment in Education: Principles, Policy, & Practice
, vol.22
, Issue.3
, pp. 303-323
-
-
Klapp, A.1
-
30
-
-
0041173453
-
Make your grading motivating: Keys to performance based evaluation
-
Kovas, M. A., (1993). Make your grading motivating: Keys to performance based evaluation. Quill and Scroll, 68 (1), 10–11.
-
(1993)
Quill and Scroll
, vol.68
, Issue.1
, pp. 10-11
-
-
Kovas, M.A.1
-
31
-
-
84959304786
-
Getting it right: The case for supervisors assessing process in capstone projects
-
Lawson, J., Rasul, M. G., Howard, P., Martin, F., Hadgraft, R., & Jarman, R., (2015). Getting it right: The case for supervisors assessing process in capstone projects. International Journal of Engineering Education, 31 (6), 1810–1818.
-
(2015)
International Journal of Engineering Education
, vol.31
, Issue.6
, pp. 1810-1818
-
-
Lawson, J.1
Rasul, M.G.2
Howard, P.3
Martin, F.4
Hadgraft, R.5
Jarman, R.6
-
32
-
-
75149146681
-
Effects of differential feedback on students’ examination performance
-
Lipnevich, A. A., & Smith, J. K., (2009). Effects of differential feedback on students’ examination performance. Journal of Experimental Psychology: Applied, 15 (4), 319–339.
-
(2009)
Journal of Experimental Psychology: Applied
, vol.15
, Issue.4
, pp. 319-339
-
-
Lipnevich, A.A.1
Smith, J.K.2
-
33
-
-
1842746836
-
Secondary teachers’ classroom assessment and grading practices
-
McMillan, J. H., (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20 (1), 20–32. https://doi.org/10.1111/j.1745-3992.2001.tb00055.x
-
(2001)
Educational Measurement: Issues and Practice
, vol.20
, Issue.1
, pp. 20-32
-
-
McMillan, J.H.1
-
36
-
-
85088589368
-
Grades: When, why, what impact, and how?
-
50, (2
-
O’Connor, K., (2010). Grades: When, why, what impact, and how? Education Canada,50 (2), 38–41.
-
(2010)
Education Canada
, pp. 38-41
-
-
O’Connor, K.1
-
38
-
-
85057259756
-
Spanish university assessment practices: Examination tradition with diversity by faculty
-
Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A., (2019). Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44 (3), 379–397. https://doi.org/10.1080/02602938.2018.1512553
-
(2019)
Assessment & Evaluation in Higher Education
, vol.44
, Issue.3
, pp. 379-397
-
-
Panadero, E.1
Fraile, J.2
Fernández Ruiz, J.3
Castilla-Estévez, D.4
Ruiz, M.A.5
-
39
-
-
77955468947
-
Examining the grading practices of teachers
-
Randall, J., & Engelhard, G., (2010). Examining the grading practices of teachers. Teaching and Teacher Education, 26 (7), 1372–1380. https://doi.org/10.1016/j.tate.2010.03.008
-
(2010)
Teaching and Teacher Education
, vol.26
, Issue.7
, pp. 1372-1380
-
-
Randall, J.1
Engelhard, G.2
-
40
-
-
84961217710
-
Evaluating the impact of an academic teacher development program: Practical realities of an evidence-based study
-
Rathbun, G. A., Leatherman, J., & Jensen, R., (2017). Evaluating the impact of an academic teacher development program: Practical realities of an evidence-based study. Assessment & Evaluation in Higher Education, 42 (4), 548–563. https://doi.org/10.1080/02602938.2016.1161004
-
(2017)
Assessment & Evaluation in Higher Education
, vol.42
, Issue.4
, pp. 548-563
-
-
Rathbun, G.A.1
Leatherman, J.2
Jensen, R.3
-
41
-
-
84879745976
-
Where A is ordinary: The evolution of American college and university grading, 1940–2009
-
Rojstaczer, S., & Healy, C., (2012). Where A is ordinary: The evolution of American college and university grading, 1940–2009. Teachers College Record, 114 (7), 1–23.
-
(2012)
Teachers College Record
, vol.114
, Issue.7
, pp. 1-23
-
-
Rojstaczer, S.1
Healy, C.2
-
42
-
-
84962392949
-
A case for differentiated grades
-
Royal, K. D., & Guskey, T. R., (2015). A case for differentiated grades. Medical Science Education, 25 (3), 323–325. https://doi.org/10.1007/s40670-015-0127-5
-
(2015)
Medical Science Education
, vol.25
, Issue.3
, pp. 323-325
-
-
Royal, K.D.1
Guskey, T.R.2
-
43
-
-
79953838725
-
Fidelity as a precondition for integrity in grading academic achievement
-
Sadler, D. R., (2010). Fidelity as a precondition for integrity in grading academic achievement. Assessment & Evaluation in Higher Education, 35 (6), 727–743. https://doi.org/10.1080/02602930902977756
-
(2010)
Assessment & Evaluation in Higher Education
, vol.35
, Issue.6
, pp. 727-743
-
-
Sadler, D.R.1
-
44
-
-
84970378127
-
An examination of test-wiseness in the cognitive test domain
-
Sarnacki, R., (1979). An examination of test-wiseness in the cognitive test domain. Review of Educational Research, 49 (2), 252–279. https://doi.org/10.3102/00346543049002252
-
(1979)
Review of Educational Research
, vol.49
, Issue.2
, pp. 252-279
-
-
Sarnacki, R.1
-
45
-
-
0002288111
-
The methodology of evaluation
-
Tyler R., Gagne R., Scriven M., (eds), Chicago, Rand McNally and Co,. (Eds
-
Scriven, M., (1967). The methodology of evaluation. In R., Tyler, R., Gagne, & M., Scriven (Eds.), Perspectives on curriculum evaluation (pp. 1967). Chicago, Rand McNally and Co.
-
(1967)
Perspectives on curriculum evaluation
, pp. 1967
-
-
Scriven, M.1
-
46
-
-
0002278354
-
Anxiety and academic performance: A meta-analysis of findings
-
Seipp, B., (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety, Stress, and Coping, 4 (1), 27–41.
-
(1991)
Anxiety, Stress, and Coping
, vol.4
, Issue.1
, pp. 27-41
-
-
Seipp, B.1
-
47
-
-
40049092173
-
Focus on formative feedback
-
Shute, V. J., (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153–189. https://doi.org/10.3102/0034654307313795
-
(2008)
Review of Educational Research
, vol.78
, Issue.1
, pp. 153-189
-
-
Shute, V.J.1
-
48
-
-
84948868543
-
Converging on correct answers: A peculiarity of multiple choice items
-
Smith, J. K., (1982). Converging on correct answers: A peculiarity of multiple choice items. Journal of Educational Measurement, 19 (3), 211–220. https://doi.org/10.1111/j.1745-3984.1982.tb00129.x
-
(1982)
Journal of Educational Measurement
, vol.19
, Issue.3
, pp. 211-220
-
-
Smith, J.K.1
-
49
-
-
85088582248
-
Grading in higher education
-
Guskey T.R., Brookhart S.M., (eds), Association for Supervision and Curriculum Development, &,. (Eds
-
Smith, J. K., & Smith, L. F., (2019). Grading in higher education. In T. R., Guskey & S. M., Brookhart (Eds.), What we know about grading (pp. 195–213). Association for Supervision and Curriculum Development.
-
(2019)
What we know about grading
, pp. 195-213
-
-
Smith, J.K.1
Smith, L.F.2
-
50
-
-
76349109460
-
The impact of framing effect on student preferences for university grading systems
-
Smith, J. K., & Smith, L. F., (2009). The impact of framing effect on student preferences for university grading systems. Studies in Educational Evaluation, 35 (4), 160–167. https://doi.org/10.1016/j.stueduc.2009.11.001
-
(2009)
Studies in Educational Evaluation
, vol.35
, Issue.4
, pp. 160-167
-
-
Smith, J.K.1
Smith, L.F.2
-
52
-
-
84942312152
-
Assessing the culture of teaching and learning through a syllabus review
-
Stanny, C., Gonzalez, M., & McGowan, B., (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation in Higher Education, 40 (7), 898–913. https://doi.org/10.1080/02602938.2014.956684
-
(2015)
Assessment & Evaluation in Higher Education
, vol.40
, Issue.7
, pp. 898-913
-
-
Stanny, C.1
Gonzalez, M.2
McGowan, B.3
-
53
-
-
82255185682
-
Report cards: Assessments for learning
-
5th, Prentice,. ed
-
Stiggins, R. J., (2008). Report cards: Assessments for learning. In Student-involved assessment for learning (5th ed., pp. 267–310). Prentice.
-
(2008)
Student-involved assessment for learning
, pp. 267-310
-
-
Stiggins, R.J.1
-
54
-
-
28744447217
-
Assessment–summative and formative–some theoretical reflections
-
Taras, M., (2005). Assessment–summative and formative–some theoretical reflections. British Journal of Educational Studies, 53 (4), 466–478. https://doi.org/10.1111/j.1467-8527.2005.00307.x
-
(2005)
British Journal of Educational Studies
, vol.53
, Issue.4
, pp. 466-478
-
-
Taras, M.1
-
55
-
-
84857714684
-
Student perception of academic grading: Personality, academic orientation, and effort
-
Tippin, G. K., Lafrenier, K. D., & Page, S., (2012). Student perception of academic grading: Personality, academic orientation, and effort. Active Learning in Higher Education, 13 (1), 51–61. https://doi.org/10.1177/1469787411429187
-
(2012)
Active Learning in Higher Education
, vol.13
, Issue.1
, pp. 51-61
-
-
Tippin, G.K.1
Lafrenier, K.D.2
Page, S.3
-
56
-
-
84879661688
-
Oral presentation as a form of summative assessment in a master’s level PGCE module: The student perspective
-
Turner, K., Roberts, L., Heal, C., & Wright, L., (2013). Oral presentation as a form of summative assessment in a master’s level PGCE module: The student perspective. Assessment & Evaluation in Higher Education, 38 (6), 662–673. https://doi.org/10.1080/02602938.2012.680016
-
(2013)
Assessment & Evaluation in Higher Education
, vol.38
, Issue.6
, pp. 662-673
-
-
Turner, K.1
Roberts, L.2
Heal, C.3
Wright, L.4
-
57
-
-
0019392722
-
The framing of decisions and the psychology of choice
-
Tversky, A., & Kahneman, D., (1981). The framing of decisions and the psychology of choice. Science, 211 (4481), 453–458. https://doi.org/10.1126/science.7455683
-
(1981)
Science
, vol.211
, Issue.4481
, pp. 453-458
-
-
Tversky, A.1
Kahneman, D.2
-
58
-
-
0029013412
-
Competence-based summative assessment of a student-directed course: Involvement of key stakeholders
-
Usherwood, T., Challis, M., Joesbury, H., & Hannay, D., (1995). Competence-based summative assessment of a student-directed course: Involvement of key stakeholders. Medical Education, 29 (2), 144–149. https://doi.org/10.1111/j.1365-2923.1995.tb02818.x
-
(1995)
Medical Education
, vol.29
, Issue.2
, pp. 144-149
-
-
Usherwood, T.1
Challis, M.2
Joesbury, H.3
Hannay, D.4
-
59
-
-
0242382117
-
Evaluating portfolio assessment systems: What are the appropriate criteria?
-
Webb, C., Endacott, R., Gray, M. A., Jasper, M. A., McMullan, M., & Scholes, J., (2003). Evaluating portfolio assessment systems: What are the appropriate criteria? Nurse Education Today, 23 (8), 600–609. https://doi.org/10.1016/S0260-6917(03)00098-4
-
(2003)
Nurse Education Today
, vol.23
, Issue.8
, pp. 600-609
-
-
Webb, C.1
Endacott, R.2
Gray, M.A.3
Jasper, M.A.4
McMullan, M.5
Scholes, J.6
-
61
-
-
41149130537
-
Test anxiety in educational contexts: Concepts and findings
-
Schutz P.A., Pekrun R., (eds), Elsevier,. (Eds
-
Zeidner, M., (2007). Test anxiety in educational contexts: Concepts and findings. In P. A., Schutz & R., Pekrun (Eds.), Emotion in education (pp. 165). Elsevier.
-
(2007)
Emotion in education
, pp. 165
-
-
Zeidner, M.1
|