Compulsory reading list | ||
1) Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi: https://doi.org/10.3102/0034654307313795 2) Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice, 44(1), 11-18. doi: https://doi.org/10.1207/s15430421tip4401_3 3) John Hattie & Richard Jaeger (1998) Assessment and Classroom Learning: a deductive approach, Assessment in Education: Principles, Policy & Practice, 5:1, 111-122, DOI: https://doi.org/10.1080/0969595980050107 | ||
List for further reading | ||
4) Angela Saiz-Linares, Carlos Rodrıguez-Hoyos and Teresa Susinos-Rada (2019). ‘I think we are still very directive’: Teachers’ discourses on democratic student Participation. British Educational Research Journal, 45(1), 83-98 DOI: https://doi.org/10.1002/berj.3488 5) Stephen G. Sireci (2020). Standardization and UNDERSTANDardization in Educational Assessment. Educational Measurement: Issues and Practice, 39 (3), 100-105 6) Birgit Harks, Katrin Rakoczy, John Hattie, Michael Besser & Eckhard Klieme (2014) The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness, Educational Psychology, 34:3, 269-290, DOI: https://doi.org/10.1080/01443410.2013.785384 7) Jane McDonnell & Will Curtis (2014) Making space for democracy through assessment and feedback in higher education: thoughts from an action research project in education studies, Assessment & Evaluation in Higher Education, 39:8, 932-948, DOI: https://doi.org/10.1080/02602938.2013.879284 8) Susan J. Deeley & Catherine Bovill (2017) Staff student partnership in assessment: enhancing assessment literacy through democratic practices, Assessment & Evaluation in Higher Education, 42:3, 463-477, DOI: https://doi.org/10.1080/02602938.2015.1126551 9) Koukounaras Liagkis, M. (2020). Changing students’ and teachers’ concepts and constructs of knowledge in RE in Greece. British Journal of Religious Education, 42(2), 152-166. doi: https://doi.org/10.1080/01416200.2019.1653262 10) Sanna Järvelä, Jonna Malmberg, Eetu Haataja, Marta Sobocinski, Paul A. Kirschner, What multimodal data can tell us about the students’ regulation of their learning process? Learning and Instruction (Article in Press) 11) Hendrien Duijnhouwer, Frans J. Prins, Karel M. Stokking (2012), Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance, Learning and Instruction 22(3), 171-184 https://doi.org/10.1016/j.learninstruc.2011.10.003 | ||
Reading Materials
