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You searched for subject:(Formative assessment). Showing records 1 – 30 of 432 total matches.

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University of Georgia

1. Deaton, Benjamin Everett. Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices.

Degree: PhD, Instructional Technology, 2009, University of Georgia

 This qualitative study examined preservice teachers' use of evidence-informed tools to formatively assess own teaching practices. To examine their enactment of formative assessment, this study… (more)

Subjects/Keywords: formative assessment

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APA (6th Edition):

Deaton, B. E. (2009). Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/deaton_benjamin_e_200905_phd

Chicago Manual of Style (16th Edition):

Deaton, Benjamin Everett. “Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices.” 2009. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019. http://purl.galileo.usg.edu/uga_etd/deaton_benjamin_e_200905_phd.

MLA Handbook (7th Edition):

Deaton, Benjamin Everett. “Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices.” 2009. Web. 18 Aug 2019.

Vancouver:

Deaton BE. Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Aug 18]. Available from: http://purl.galileo.usg.edu/uga_etd/deaton_benjamin_e_200905_phd.

Council of Science Editors:

Deaton BE. Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/deaton_benjamin_e_200905_phd


University of Kansas

2. Friesland, Neil Odell. Formative Assessment in Instruction as Perceived by Teachers.

Degree: EdD, Special Education, 2010, University of Kansas

 The purpose of this study was to determine the perceptions of elementary-level teachers who utilize formative assessment scores to make curricular and pedagogical adjustments for… (more)

Subjects/Keywords: Elementary education; Computerized formative assessment; Formative assessment

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APA (6th Edition):

Friesland, N. O. (2010). Formative Assessment in Instruction as Perceived by Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7085

Chicago Manual of Style (16th Edition):

Friesland, Neil Odell. “Formative Assessment in Instruction as Perceived by Teachers.” 2010. Doctoral Dissertation, University of Kansas. Accessed August 18, 2019. http://hdl.handle.net/1808/7085.

MLA Handbook (7th Edition):

Friesland, Neil Odell. “Formative Assessment in Instruction as Perceived by Teachers.” 2010. Web. 18 Aug 2019.

Vancouver:

Friesland NO. Formative Assessment in Instruction as Perceived by Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1808/7085.

Council of Science Editors:

Friesland NO. Formative Assessment in Instruction as Perceived by Teachers. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7085


University of Delaware

3. Bonham, Jennifer L. A study of middle school mathematics teachers' implementation of formative assessment .

Degree: 2018, University of Delaware

 The purpose of this study was to determine how middle school math teachers implemented formative assessment in their mathematics classrooms, including whether and how they… (more)

Subjects/Keywords: Education; Formative assessment

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APA (6th Edition):

Bonham, J. L. (2018). A study of middle school mathematics teachers' implementation of formative assessment . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23588

Chicago Manual of Style (16th Edition):

Bonham, Jennifer L. “A study of middle school mathematics teachers' implementation of formative assessment .” 2018. Doctoral Dissertation, University of Delaware. Accessed August 18, 2019. http://udspace.udel.edu/handle/19716/23588.

MLA Handbook (7th Edition):

Bonham, Jennifer L. “A study of middle school mathematics teachers' implementation of formative assessment .” 2018. Web. 18 Aug 2019.

Vancouver:

Bonham JL. A study of middle school mathematics teachers' implementation of formative assessment . [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2019 Aug 18]. Available from: http://udspace.udel.edu/handle/19716/23588.

Council of Science Editors:

Bonham JL. A study of middle school mathematics teachers' implementation of formative assessment . [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/23588


Southern Illinois University

4. Brink, Melanie K. Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction.

Degree: PhD, Curriculum and Instruction, 2017, Southern Illinois University

  The key purpose of this qualitative case study was to gain an understanding of classroom teachers’ perceptions of the process and impact of formative(more)

Subjects/Keywords: assessment literacy; formative assessment; formative assessment survey; system change; teacher perception

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APA (6th Edition):

Brink, M. K. (2017). Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction. (Doctoral Dissertation). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/dissertations/1342

Chicago Manual of Style (16th Edition):

Brink, Melanie K. “Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction.” 2017. Doctoral Dissertation, Southern Illinois University. Accessed August 18, 2019. http://opensiuc.lib.siu.edu/dissertations/1342.

MLA Handbook (7th Edition):

Brink, Melanie K. “Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction.” 2017. Web. 18 Aug 2019.

Vancouver:

Brink MK. Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction. [Internet] [Doctoral dissertation]. Southern Illinois University; 2017. [cited 2019 Aug 18]. Available from: http://opensiuc.lib.siu.edu/dissertations/1342.

Council of Science Editors:

Brink MK. Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction. [Doctoral Dissertation]. Southern Illinois University; 2017. Available from: http://opensiuc.lib.siu.edu/dissertations/1342


Texas A&M University

5. Morales-Vale, Suzanne. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.

Degree: 2009, Texas A&M University

 The purpose of this study was to understand how formative assessment interactions in developmental education reading, writing, and mathematics courses at a community college were… (more)

Subjects/Keywords: Formative Assessment; Community College

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APA (6th Edition):

Morales-Vale, S. (2009). Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Morales-Vale, Suzanne. “Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.” 2009. Thesis, Texas A&M University. Accessed August 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Morales-Vale, Suzanne. “Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.” 2009. Web. 18 Aug 2019.

Vancouver:

Morales-Vale S. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morales-Vale S. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

6. Mitten, Carolyn E. Novice Teachers' Evolving Formative Assessment Knowledge and Practice for Teaching Mathematics.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 The purpose of this study was to discover how novice teachers' formative assessment knowledge and practice developed in a practice-embedded course evolved as they transitioned… (more)

Subjects/Keywords: assessment  – formative  – mathematics  – novice  – teacher

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APA (6th Edition):

Mitten, C. E. (2017). Novice Teachers' Evolving Formative Assessment Knowledge and Practice for Teaching Mathematics. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051492

Chicago Manual of Style (16th Edition):

Mitten, Carolyn E. “Novice Teachers' Evolving Formative Assessment Knowledge and Practice for Teaching Mathematics.” 2017. Doctoral Dissertation, University of Florida. Accessed August 18, 2019. http://ufdc.ufl.edu/UFE0051492.

MLA Handbook (7th Edition):

Mitten, Carolyn E. “Novice Teachers' Evolving Formative Assessment Knowledge and Practice for Teaching Mathematics.” 2017. Web. 18 Aug 2019.

Vancouver:

Mitten CE. Novice Teachers' Evolving Formative Assessment Knowledge and Practice for Teaching Mathematics. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Aug 18]. Available from: http://ufdc.ufl.edu/UFE0051492.

Council of Science Editors:

Mitten CE. Novice Teachers' Evolving Formative Assessment Knowledge and Practice for Teaching Mathematics. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051492


Duquesne University

7. Sapsara, Jessica. An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework.

Degree: EdD, Educational Studies (General Education), 2016, Duquesne University

 This study explored the formative learning cycle's ability to increase student confidence to create quality homework. Student from a socio-economically diverse school district in Western… (more)

Subjects/Keywords: Formative Assessment; Homework; Self-regulation

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APA (6th Edition):

Sapsara, J. (2016). An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1147

Chicago Manual of Style (16th Edition):

Sapsara, Jessica. “An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework.” 2016. Doctoral Dissertation, Duquesne University. Accessed August 18, 2019. https://dsc.duq.edu/etd/1147.

MLA Handbook (7th Edition):

Sapsara, Jessica. “An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework.” 2016. Web. 18 Aug 2019.

Vancouver:

Sapsara J. An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2019 Aug 18]. Available from: https://dsc.duq.edu/etd/1147.

Council of Science Editors:

Sapsara J. An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/1147


University of Illinois – Urbana-Champaign

8. Geoghegan, Cristin. Understanding teachers' use of formative assessment practices during literacy.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 The current testing climate emphasizes the need to collect data and monitor student growth. Teachers have a paramount role in the assessment practices within their… (more)

Subjects/Keywords: formative assessment; professional development

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APA (6th Edition):

Geoghegan, C. (2014). Understanding teachers' use of formative assessment practices during literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49836

Chicago Manual of Style (16th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 18, 2019. http://hdl.handle.net/2142/49836.

MLA Handbook (7th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Web. 18 Aug 2019.

Vancouver:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2142/49836.

Council of Science Editors:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49836


University of Waikato

9. Lee-Hang, Desmond Mene. Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education.

Degree: 2011, University of Waikato

 This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan… (more)

Subjects/Keywords: culturally appropriate; formative assessment

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APA (6th Edition):

Lee-Hang, D. M. (2011). Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5046

Chicago Manual of Style (16th Edition):

Lee-Hang, Desmond Mene. “Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. ” 2011. Doctoral Dissertation, University of Waikato. Accessed August 18, 2019. http://hdl.handle.net/10289/5046.

MLA Handbook (7th Edition):

Lee-Hang, Desmond Mene. “Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. ” 2011. Web. 18 Aug 2019.

Vancouver:

Lee-Hang DM. Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10289/5046.

Council of Science Editors:

Lee-Hang DM. Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5046


Uppsala University

10. Parekh, Noopur Nordberg. "Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning.

Degree: Education, 2015, Uppsala University

  In Swedish schools the interest for formative assessment practices has increased during the last decade. This can partly be seen as a response to… (more)

Subjects/Keywords: formative assessment; research implementation; understandings of formative assessment; attitudes and practices

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APA (6th Edition):

Parekh, N. N. (2015). "Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parekh, Noopur Nordberg. “"Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning.” 2015. Thesis, Uppsala University. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parekh, Noopur Nordberg. “"Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning.” 2015. Web. 18 Aug 2019.

Vancouver:

Parekh NN. "Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning. [Internet] [Thesis]. Uppsala University; 2015. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parekh NN. "Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Oregon

11. Strong, Dawn. The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment.

Degree: 2016, University of Oregon

 This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and… (more)

Subjects/Keywords: Administrator evaluation; Formative assessment; Summative assessment

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APA (6th Edition):

Strong, D. (2016). The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/20467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Strong, Dawn. “The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment.” 2016. Thesis, University of Oregon. Accessed August 18, 2019. http://hdl.handle.net/1794/20467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Strong, Dawn. “The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment.” 2016. Web. 18 Aug 2019.

Vancouver:

Strong D. The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1794/20467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strong D. The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/20467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stockholm University

12. Behnan, Ansam. Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning.

Degree: Education, 2018, Stockholm University

  The study focuses on assessment and specifically the formative part, therefore the purpose of this study is to examine how some primary school teachers… (more)

Subjects/Keywords: Formative assessment; summative assessment; feedback and the five key strategies for formative assessment.; Didactics; Didaktik

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APA (6th Edition):

Behnan, A. (2018). Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Behnan, Ansam. “Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning.” 2018. Thesis, Stockholm University. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Behnan, Ansam. “Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning.” 2018. Web. 18 Aug 2019.

Vancouver:

Behnan A. Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning. [Internet] [Thesis]. Stockholm University; 2018. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Behnan A. Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning. [Thesis]. Stockholm University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

13. Walters, David. One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school.

Degree: Thesis (EdD), 2009, University of Exeter

 The theoretical framework for this empirical study extends a trail of thinking from a social constructivist view of learning to the areas of assessment, evaluation… (more)

Subjects/Keywords: 371.26; Learnng : teaching : Formative Assessment : Formative Evaluation : Leadership : Action Research

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APA (6th Edition):

Walters, D. (2009). One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/82940

Chicago Manual of Style (16th Edition):

Walters, David. “One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school.” 2009. Doctoral Dissertation, University of Exeter. Accessed August 18, 2019. http://hdl.handle.net/10036/82940.

MLA Handbook (7th Edition):

Walters, David. “One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school.” 2009. Web. 18 Aug 2019.

Vancouver:

Walters D. One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10036/82940.

Council of Science Editors:

Walters D. One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/82940

14. Broman, Maria. Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?.

Degree: Special Education and Counselling (BUSV), 2009, Umeå University

  Syftet med vår studie var att beskriva och analysera hur en grupp specialpedagoger arbetar med formativ undervisning. Formativ undervisning kan enligt aktuella forskningsresultat ha… (more)

Subjects/Keywords: formative assessment; formativ undervisning; kunskapskvalitéer; specialpedagogik

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APA (6th Edition):

Broman, M. (2009). Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Broman, Maria. “Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?.” 2009. Thesis, Umeå University. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Broman, Maria. “Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?.” 2009. Web. 18 Aug 2019.

Vancouver:

Broman M. Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?. [Internet] [Thesis]. Umeå University; 2009. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Broman M. Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?. [Thesis]. Umeå University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Anna University

15. Kumar R. Concept map based formative Knowledge assessment for learning In higher education environment;.

Degree: Concept map based formative Knowledge assessment for learning In higher education environment, 2015, Anna University

The emergence of Information and Communication Technology newlinehas brought the revolution in teaching and learning as educators started using newlineonline applications in support to the… (more)

Subjects/Keywords: Formative Knowledge Assessment; Information and Communication Technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

R, K. (2015). Concept map based formative Knowledge assessment for learning In higher education environment;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/48806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

R, Kumar. “Concept map based formative Knowledge assessment for learning In higher education environment;.” 2015. Thesis, Anna University. Accessed August 18, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/48806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

R, Kumar. “Concept map based formative Knowledge assessment for learning In higher education environment;.” 2015. Web. 18 Aug 2019.

Vancouver:

R K. Concept map based formative Knowledge assessment for learning In higher education environment;. [Internet] [Thesis]. Anna University; 2015. [cited 2019 Aug 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/48806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

R K. Concept map based formative Knowledge assessment for learning In higher education environment;. [Thesis]. Anna University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/48806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

16. Roberts, William George. Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes.

Degree: Thesis (EdD), 2009, University of Exeter

 This thesis describes an investigation into the outcomes of a developmental project focussed on improving the word reading skills of a group of (n=77) secondary… (more)

Subjects/Keywords: Precision teaching : Formative assessment : Teaching Assistants

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Roberts, W. G. (2009). Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/70773

Chicago Manual of Style (16th Edition):

Roberts, William George. “Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes.” 2009. Doctoral Dissertation, University of Exeter. Accessed August 18, 2019. http://hdl.handle.net/10036/70773.

MLA Handbook (7th Edition):

Roberts, William George. “Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes.” 2009. Web. 18 Aug 2019.

Vancouver:

Roberts WG. Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10036/70773.

Council of Science Editors:

Roberts WG. Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/70773


University of Edinburgh

17. Mackie, Lorele. Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process.

Degree: PhD, 2016, University of Edinburgh

 This study is concerned with understanding the complexities inherent in the mentoring process. It investigates understandings of mentoring primary education student teachers within a school… (more)

Subjects/Keywords: mentoring; student primary teachers; formative assessment

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APA (6th Edition):

Mackie, L. (2016). Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25524

Chicago Manual of Style (16th Edition):

Mackie, Lorele. “Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed August 18, 2019. http://hdl.handle.net/1842/25524.

MLA Handbook (7th Edition):

Mackie, Lorele. “Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process.” 2016. Web. 18 Aug 2019.

Vancouver:

Mackie L. Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1842/25524.

Council of Science Editors:

Mackie L. Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/25524

18. Jurkiewicz, Melissa Ann. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.

Degree: PhD, Science Education, 2014, University of Georgia

 The purpose of this study was to explore how the integration of instructional technology into an introductory biology high school course supports and constrains teachers'… (more)

Subjects/Keywords: Formative assessment

…11 Origins and Defining Characteristics of Formative Assessment… …13 Models of Formative Assessment… …26 Formative Assessment and Technology… …104 Teacher Views on Formative Assessment… …111 Teacher Implementations of the Technology in Relation to Formative Assessment… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jurkiewicz, M. A. (2014). An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd

Chicago Manual of Style (16th Edition):

Jurkiewicz, Melissa Ann. “An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.” 2014. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019. http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd.

MLA Handbook (7th Edition):

Jurkiewicz, Melissa Ann. “An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.” 2014. Web. 18 Aug 2019.

Vancouver:

Jurkiewicz MA. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Aug 18]. Available from: http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd.

Council of Science Editors:

Jurkiewicz MA. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd


Louisiana State University

19. Hargrave, Benjamin. Using formative assessment to enhance student performance on geometric proof writing.

Degree: MNS, Physical Sciences and Mathematics, 2013, Louisiana State University

  The purpose of this research is to uncover best practices to create competent proof writers. Studies have shown the best setting to do this… (more)

Subjects/Keywords: Writing; Proof; High School; Assessment; Formative; Geometry

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hargrave, B. (2013). Using formative assessment to enhance student performance on geometric proof writing. (Masters Thesis). Louisiana State University. Retrieved from etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150

Chicago Manual of Style (16th Edition):

Hargrave, Benjamin. “Using formative assessment to enhance student performance on geometric proof writing.” 2013. Masters Thesis, Louisiana State University. Accessed August 18, 2019. etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150.

MLA Handbook (7th Edition):

Hargrave, Benjamin. “Using formative assessment to enhance student performance on geometric proof writing.” 2013. Web. 18 Aug 2019.

Vancouver:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2019 Aug 18]. Available from: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150.

Council of Science Editors:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150

20. Friberg, Denise. Formativ bedömning i matematik : en kunskapsöversikt.

Degree: Education and IT, 2018, University of Borås

  I följande kunskapsöversikt sammanställs och kartläggs forskningsområdet förformativ bedömning i matematik. Formativ bedömning syftar till att utveckla elevernas kunskaper genom att kontinuerligt i lärandeprocessen… (more)

Subjects/Keywords: Formative assessment; mathematics; Pedagogical Work; Pedagogiskt arbete

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Friberg, D. (2018). Formativ bedömning i matematik : en kunskapsöversikt. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Friberg, Denise. “Formativ bedömning i matematik : en kunskapsöversikt.” 2018. Thesis, University of Borås. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Friberg, Denise. “Formativ bedömning i matematik : en kunskapsöversikt.” 2018. Web. 18 Aug 2019.

Vancouver:

Friberg D. Formativ bedömning i matematik : en kunskapsöversikt. [Internet] [Thesis]. University of Borås; 2018. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friberg D. Formativ bedömning i matematik : en kunskapsöversikt. [Thesis]. University of Borås; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

21. Stanton, Kenneth C. Engineering Faculty Motivation for and Engagement in Formative Assessment.

Degree: PhD, Engineering Education, 2011, Virginia Tech

 The purposes of this study were to conduct an exploratory study of the status quo of engineering faculty motivation for and engagement in formative assessment,… (more)

Subjects/Keywords: Formative Assessment; Engagement; Motivation; Faculty; Engineering

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APA (6th Edition):

Stanton, K. C. (2011). Engineering Faculty Motivation for and Engagement in Formative Assessment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26361

Chicago Manual of Style (16th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 18, 2019. http://hdl.handle.net/10919/26361.

MLA Handbook (7th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Web. 18 Aug 2019.

Vancouver:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10919/26361.

Council of Science Editors:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26361


University of Adelaide

22. Palmer, Edward. The design, development and evaluation of an online, interactive, formative assessment tool for medical education.

Degree: 2011, University of Adelaide

 Rapid changes in medical practices used across the world over the last twenty years have lead to significant issues in allowing medical students’ access to… (more)

Subjects/Keywords: formative assessment; online education; medical education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Palmer, E. (2011). The design, development and evaluation of an online, interactive, formative assessment tool for medical education. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/66348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Palmer, Edward. “The design, development and evaluation of an online, interactive, formative assessment tool for medical education.” 2011. Thesis, University of Adelaide. Accessed August 18, 2019. http://hdl.handle.net/2440/66348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Palmer, Edward. “The design, development and evaluation of an online, interactive, formative assessment tool for medical education.” 2011. Web. 18 Aug 2019.

Vancouver:

Palmer E. The design, development and evaluation of an online, interactive, formative assessment tool for medical education. [Internet] [Thesis]. University of Adelaide; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2440/66348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palmer E. The design, development and evaluation of an online, interactive, formative assessment tool for medical education. [Thesis]. University of Adelaide; 2011. Available from: http://hdl.handle.net/2440/66348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Yekta, Elif. Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9.

Degree: Teacher Education, 2015, Södertörn University

  That the formative assessment leads to pupils’ knowledge, all four teachers has to be united, which is also the point of the formative assessment(more)

Subjects/Keywords: Formative assessment; knowledge reviews; religious education

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APA (6th Edition):

Yekta, E. (2015). Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yekta, Elif. “Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9.” 2015. Thesis, Södertörn University. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yekta, Elif. “Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9.” 2015. Web. 18 Aug 2019.

Vancouver:

Yekta E. Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yekta E. Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

24. Walani, Nathan Douglas. An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands .

Degree: 2009, University of Waikato

 A key purpose of this qualitative study was to gain an understanding of classroom teachers' perceptions of the value and impact of formative assessment in… (more)

Subjects/Keywords: Formative; Assessment; Classroom; learning; Perception; Value

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walani, N. D. (2009). An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2791

Chicago Manual of Style (16th Edition):

Walani, Nathan Douglas. “An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands .” 2009. Masters Thesis, University of Waikato. Accessed August 18, 2019. http://hdl.handle.net/10289/2791.

MLA Handbook (7th Edition):

Walani, Nathan Douglas. “An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands .” 2009. Web. 18 Aug 2019.

Vancouver:

Walani ND. An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands . [Internet] [Masters thesis]. University of Waikato; 2009. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10289/2791.

Council of Science Editors:

Walani ND. An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands . [Masters Thesis]. University of Waikato; 2009. Available from: http://hdl.handle.net/10289/2791


University of Tennessee – Knoxville

25. Iqbal, Javed. Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature.

Degree: MS, Teacher Education, 2017, University of Tennessee – Knoxville

  The major aim of teaching science at the K-12 level is to develop scientific and critical thinking by promoting inquiry skills and fostering a… (more)

Subjects/Keywords: Formative Assessment; Professional Development; Science Education; Education

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APA (6th Edition):

Iqbal, J. (2017). Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/4710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Iqbal, Javed. “Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature.” 2017. Thesis, University of Tennessee – Knoxville. Accessed August 18, 2019. https://trace.tennessee.edu/utk_gradthes/4710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Iqbal, Javed. “Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature.” 2017. Web. 18 Aug 2019.

Vancouver:

Iqbal J. Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature. [Internet] [Thesis]. University of Tennessee – Knoxville; 2017. [cited 2019 Aug 18]. Available from: https://trace.tennessee.edu/utk_gradthes/4710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Iqbal J. Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature. [Thesis]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_gradthes/4710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

26. Doyno, Paul Michael 1961-. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The purpose of this study is to evaluate the use of formative assessment, data collection and analysis, and focused instruction by comparing the reading achievement,… (more)

Subjects/Keywords: Formative Assessment; Economically Disadvantaged; South Texas Border

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APA (6th Edition):

Doyno, P. M. 1. (2013). Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doyno, Paul Michael 1961-. “Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border.” 2013. Thesis, University of Houston. Accessed August 18, 2019. http://hdl.handle.net/10657/1033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doyno, Paul Michael 1961-. “Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border.” 2013. Web. 18 Aug 2019.

Vancouver:

Doyno PM1. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10657/1033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doyno PM1. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

27. Chen, Chang-Hua. Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study.

Degree: PhD, 0215, 2012, University of Illinois – Urbana-Champaign

 This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on… (more)

Subjects/Keywords: Formative assessment; Mathematics education; Teacher professional development.

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APA (6th Edition):

Chen, C. (2012). Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31959

Chicago Manual of Style (16th Edition):

Chen, Chang-Hua. “Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 18, 2019. http://hdl.handle.net/2142/31959.

MLA Handbook (7th Edition):

Chen, Chang-Hua. “Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study.” 2012. Web. 18 Aug 2019.

Vancouver:

Chen C. Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2142/31959.

Council of Science Editors:

Chen C. Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31959


Duquesne University

28. O'Black, Bryan E. A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2014, Duquesne University

 This Call for Action investigates the complex issue of challenging current teacher beliefs through evidenced-based approaches to cultural change and does so as a matter… (more)

Subjects/Keywords: beliefs; formative assessment; principal leadership; walkthroughs

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APA (6th Edition):

O'Black, B. E. (2014). A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/990

Chicago Manual of Style (16th Edition):

O'Black, Bryan E. “A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning.” 2014. Doctoral Dissertation, Duquesne University. Accessed August 18, 2019. https://dsc.duq.edu/etd/990.

MLA Handbook (7th Edition):

O'Black, Bryan E. “A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning.” 2014. Web. 18 Aug 2019.

Vancouver:

O'Black BE. A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Aug 18]. Available from: https://dsc.duq.edu/etd/990.

Council of Science Editors:

O'Black BE. A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/990


University of North Texas

29. Heitz, Layne. The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction.

Degree: 2013, University of North Texas

 Over the years, teachers, administrators, and policy makers have been concerned with optimizing learning for all students. The No Child Left Behind Act put an… (more)

Subjects/Keywords: Formative assessment; validation; observation instrument; reliability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Heitz, L. (2013). The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407820/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Heitz, Layne. “The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction.” 2013. Thesis, University of North Texas. Accessed August 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc407820/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Heitz, Layne. “The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction.” 2013. Web. 18 Aug 2019.

Vancouver:

Heitz L. The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Aug 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407820/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heitz L. The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407820/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Queens University

30. Gibson, Michelle. A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course .

Degree: Education, 2013, Queens University

 Accrediting bodies for medical schools require that medical students be provided with formative assessment in all clerkship courses. The literature describes many strategies for formative(more)

Subjects/Keywords: Formative Assessment; Clerkship; Undergraduate Medical Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gibson, M. (2013). A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gibson, Michelle. “A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course .” 2013. Thesis, Queens University. Accessed August 18, 2019. http://hdl.handle.net/1974/7719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gibson, Michelle. “A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course .” 2013. Web. 18 Aug 2019.

Vancouver:

Gibson M. A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course . [Internet] [Thesis]. Queens University; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1974/7719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gibson M. A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/7719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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