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You searched for subject:(assessment for learning). Showing records 1 – 30 of 145 total matches.

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University of Waikato

1. Hill, Lee Roberta. Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom .

Degree: 2016, University of Waikato

 Student-generated feedback is an Assessment for Learning practice which, when used well, can lead to strong student engagement and self-regulation. In the New Zealand context… (more)

Subjects/Keywords: feedback; Assessment for Learning

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

APA (6th Edition):

Hill, L. R. (2016). Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10986

Chicago Manual of Style (16th Edition):

Hill, Lee Roberta. “Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom .” 2016. Masters Thesis, University of Waikato. Accessed April 20, 2019. http://hdl.handle.net/10289/10986.

MLA Handbook (7th Edition):

Hill, Lee Roberta. “Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom .” 2016. Web. 20 Apr 2019.

Vancouver:

Hill LR. Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10289/10986.

Council of Science Editors:

Hill LR. Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10986

2. Charles Cobbinah. Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape.

Degree: M.Ed, Faculty of Education, 2013, University of Fort Hare

 It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’… (more)

Subjects/Keywords: assessment – continuous assessment; assessment of learning – assessment for learning

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APA (6th Edition):

Cobbinah, C. (2013). Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1013406

Chicago Manual of Style (16th Edition):

Cobbinah, Charles. “Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape.” 2013. Masters Thesis, University of Fort Hare. Accessed April 20, 2019. http://hdl.handle.net/10353/d1013406.

MLA Handbook (7th Edition):

Cobbinah, Charles. “Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape.” 2013. Web. 20 Apr 2019.

Vancouver:

Cobbinah C. Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10353/d1013406.

Council of Science Editors:

Cobbinah C. Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2013. Available from: http://hdl.handle.net/10353/d1013406


University of Melbourne

3. KHALLOUF, RIMA. Students learn best when assessed for learning.

Degree: 2012, University of Melbourne

 Perceptions related to student learning have altered. Independent learning has become the focus, encouraging today’s learners to think critically, laterally and creatively. The change is… (more)

Subjects/Keywords: learn; assessed; learning; assessment for learning

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APA (6th Edition):

KHALLOUF, R. (2012). Students learn best when assessed for learning. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37067

Chicago Manual of Style (16th Edition):

KHALLOUF, RIMA. “Students learn best when assessed for learning.” 2012. Masters Thesis, University of Melbourne. Accessed April 20, 2019. http://hdl.handle.net/11343/37067.

MLA Handbook (7th Edition):

KHALLOUF, RIMA. “Students learn best when assessed for learning.” 2012. Web. 20 Apr 2019.

Vancouver:

KHALLOUF R. Students learn best when assessed for learning. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/11343/37067.

Council of Science Editors:

KHALLOUF R. Students learn best when assessed for learning. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37067


University College Cork

4. Sheehan, Alan M. Assessment in primary education in Ireland.

Degree: 2016, University College Cork

 This doctoral study examines assessment in primary education in the Republic of Ireland. The nature and purpose of assessment offer an insight into the values… (more)

Subjects/Keywords: Assessment; Policy; Children's perspectives; Assessment for learning; Assessment of learning

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APA (6th Edition):

Sheehan, A. M. (2016). Assessment in primary education in Ireland. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/2625

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):

Sheehan, Alan M. “Assessment in primary education in Ireland.” 2016. Thesis, University College Cork. Accessed April 20, 2019. http://hdl.handle.net/10468/2625.

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

MLA Handbook (7th Edition):

Sheehan, Alan M. “Assessment in primary education in Ireland.” 2016. Web. 20 Apr 2019.

Vancouver:

Sheehan AM. Assessment in primary education in Ireland. [Internet] [Thesis]. University College Cork; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10468/2625.

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

Council of Science Editors:

Sheehan AM. Assessment in primary education in Ireland. [Thesis]. University College Cork; 2016. Available from: http://hdl.handle.net/10468/2625

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


University of New South Wales

5. Jahan, Israt. Teachers' use of assessment criteria in practical science activities.

Degree: Education, 2017, University of New South Wales

 A paradigm shift from assessment of learning (AoL) towards assessment for learning (AfL) and assessment as learning (AaL) is occurring across many countries. A similar… (more)

Subjects/Keywords: secondary school; assessment criteria; science practical; assessment of learning; assessment for learning; assessment as learning

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

APA (6th Edition):

Jahan, I. (2017). Teachers' use of assessment criteria in practical science activities. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/57572

Chicago Manual of Style (16th Edition):

Jahan, Israt. “Teachers' use of assessment criteria in practical science activities.” 2017. Doctoral Dissertation, University of New South Wales. Accessed April 20, 2019. http://handle.unsw.edu.au/1959.4/57572.

MLA Handbook (7th Edition):

Jahan, Israt. “Teachers' use of assessment criteria in practical science activities.” 2017. Web. 20 Apr 2019.

Vancouver:

Jahan I. Teachers' use of assessment criteria in practical science activities. [Internet] [Doctoral dissertation]. University of New South Wales; 2017. [cited 2019 Apr 20]. Available from: http://handle.unsw.edu.au/1959.4/57572.

Council of Science Editors:

Jahan I. Teachers' use of assessment criteria in practical science activities. [Doctoral Dissertation]. University of New South Wales; 2017. Available from: http://handle.unsw.edu.au/1959.4/57572


University of South Africa

6. Sethusha, Mantsose Jane. An investigation of the challenges affecting teachers’ classroom assessment practices .

Degree: 2012, University of South Africa

 The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and… (more)

Subjects/Keywords: Classroom assessment; Classroom practice; Assessment methods; Assessment techniques; Assessment practices; Assessment for learning

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APA (6th Edition):

Sethusha, M. J. (2012). An investigation of the challenges affecting teachers’ classroom assessment practices . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/8128

Chicago Manual of Style (16th Edition):

Sethusha, Mantsose Jane. “An investigation of the challenges affecting teachers’ classroom assessment practices .” 2012. Doctoral Dissertation, University of South Africa. Accessed April 20, 2019. http://hdl.handle.net/10500/8128.

MLA Handbook (7th Edition):

Sethusha, Mantsose Jane. “An investigation of the challenges affecting teachers’ classroom assessment practices .” 2012. Web. 20 Apr 2019.

Vancouver:

Sethusha MJ. An investigation of the challenges affecting teachers’ classroom assessment practices . [Internet] [Doctoral dissertation]. University of South Africa; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10500/8128.

Council of Science Editors:

Sethusha MJ. An investigation of the challenges affecting teachers’ classroom assessment practices . [Doctoral Dissertation]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/8128


Loyola University Chicago

7. Ruland, Joshua William. The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  The main focus of the research was to determine if the systematic use of formative assessment attributes had an impact on two affective variables –… (more)

Subjects/Keywords: Assessment; Assessment for Learning; Formative Assessment; Instruction; Education

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APA (6th Edition):

Ruland, J. W. (2011). The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/44

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):

Ruland, Joshua William. “The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect.” 2011. Thesis, Loyola University Chicago. Accessed April 20, 2019. https://ecommons.luc.edu/luc_diss/44.

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

MLA Handbook (7th Edition):

Ruland, Joshua William. “The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect.” 2011. Web. 20 Apr 2019.

Vancouver:

Ruland JW. The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Apr 20]. Available from: https://ecommons.luc.edu/luc_diss/44.

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

Council of Science Editors:

Ruland JW. The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/44

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


University of Limerick

8. Macken, Suzanne. The experiences of primary pre-service teachers enacting assessment for learning in physical education during school placement.

Degree: 2018, University of Limerick

Assessment for learning (AfL) has been widely acknowledged in the literature as having significant gains for teaching and student learning if implemented effectively (Black &… (more)

Subjects/Keywords: Assessment for learning (AfL); physical education; teaching

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APA (6th Edition):

Macken, S. (2018). The experiences of primary pre-service teachers enacting assessment for learning in physical education during school placement. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7560

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):

Macken, Suzanne. “The experiences of primary pre-service teachers enacting assessment for learning in physical education during school placement.” 2018. Thesis, University of Limerick. Accessed April 20, 2019. http://hdl.handle.net/10344/7560.

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

MLA Handbook (7th Edition):

Macken, Suzanne. “The experiences of primary pre-service teachers enacting assessment for learning in physical education during school placement.” 2018. Web. 20 Apr 2019.

Vancouver:

Macken S. The experiences of primary pre-service teachers enacting assessment for learning in physical education during school placement. [Internet] [Thesis]. University of Limerick; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10344/7560.

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

Council of Science Editors:

Macken S. The experiences of primary pre-service teachers enacting assessment for learning in physical education during school placement. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7560

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

9. Doran, Virginia M. Assessment Literacy in a Mathematics Classroom.

Degree: MS, Mathematics, 2017, Governors State University

 The purpose of this study was to determine the effects of using assessment literacy in a math classroom. This was accomplished by analyzing the test… (more)

Subjects/Keywords: assessment; formative assessments; summative assessments; assessment literacy; assessment of learning; assessment for learning; assessment as learning; Science and Mathematics Education

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APA (6th Edition):

Doran, V. M. (2017). Assessment Literacy in a Mathematics Classroom. (Thesis). Governors State University. Retrieved from https://opus.govst.edu/theses/109

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):

Doran, Virginia M. “Assessment Literacy in a Mathematics Classroom.” 2017. Thesis, Governors State University. Accessed April 20, 2019. https://opus.govst.edu/theses/109.

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

MLA Handbook (7th Edition):

Doran, Virginia M. “Assessment Literacy in a Mathematics Classroom.” 2017. Web. 20 Apr 2019.

Vancouver:

Doran VM. Assessment Literacy in a Mathematics Classroom. [Internet] [Thesis]. Governors State University; 2017. [cited 2019 Apr 20]. Available from: https://opus.govst.edu/theses/109.

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

Council of Science Editors:

Doran VM. Assessment Literacy in a Mathematics Classroom. [Thesis]. Governors State University; 2017. Available from: https://opus.govst.edu/theses/109

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


University of Pretoria

10. Masole, Trust Mbako. Enhancing the quality of performance assessment in agriculture in Botswana schools.

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

 The quality of education in Botswana is not yet up to standard as there has been emphasis on attainment of Universal Basic Education. Quality in… (more)

Subjects/Keywords: Pragmatism; Performance assessment; Authentic assessment; Assessment for learning; Assessment; Constructivism; Formative assessment; Validity of assessment; Quality assurance; Reliability of assessment; UCTD

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APA (6th Edition):

Masole, T. M. (2011). Enhancing the quality of performance assessment in agriculture in Botswana schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28603

Chicago Manual of Style (16th Edition):

Masole, Trust Mbako. “Enhancing the quality of performance assessment in agriculture in Botswana schools.” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://hdl.handle.net/2263/28603.

MLA Handbook (7th Edition):

Masole, Trust Mbako. “Enhancing the quality of performance assessment in agriculture in Botswana schools.” 2011. Web. 20 Apr 2019.

Vancouver:

Masole TM. Enhancing the quality of performance assessment in agriculture in Botswana schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2263/28603.

Council of Science Editors:

Masole TM. Enhancing the quality of performance assessment in agriculture in Botswana schools. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28603


University of Pretoria

11. [No author]. Enhancing the quality of performance assessment in agriculture in Botswana schools .

Degree: 2011, University of Pretoria

 The quality of education in Botswana is not yet up to standard as there has been emphasis on attainment of Universal Basic Education. Quality in… (more)

Subjects/Keywords: Pragmatism; Performance assessment; Authentic assessment; Assessment for learning; Assessment; Constructivism; Formative assessment; Validity of assessment; Quality assurance; Reliability of assessment; UCTD

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

APA (6th Edition):

author], [. (2011). Enhancing the quality of performance assessment in agriculture in Botswana schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10102011-181618/

Chicago Manual of Style (16th Edition):

author], [No. “Enhancing the quality of performance assessment in agriculture in Botswana schools .” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://upetd.up.ac.za/thesis/available/etd-10102011-181618/.

MLA Handbook (7th Edition):

author], [No. “Enhancing the quality of performance assessment in agriculture in Botswana schools .” 2011. Web. 20 Apr 2019.

Vancouver:

author] [. Enhancing the quality of performance assessment in agriculture in Botswana schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Apr 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-181618/.

Council of Science Editors:

author] [. Enhancing the quality of performance assessment in agriculture in Botswana schools . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-181618/

12. Eriksson, Elisabeth. Att döma framåtsyftande : En problematisering av bedömningsbegreppet i aktuell svensk och anglosaxisk forskning.

Degree: Ämnesavdelningen för didaktik, 2009, University of GävleUniversity of Gävle

        Bedömning inom skolan är något komplext och bedömningsbegrepp likaså, hur de definieras, tolkas och används. Hur bedömning förmedlas till en elev… (more)

Subjects/Keywords: assessment; assessment for learning; assessment of learning; educational assessment; formative; learning; summative; bedömning; formativ; kunskapsbedömning; lärande; summativ; Pedgogical work; Pedagogiskt arbete

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APA (6th Edition):

Eriksson, E. (2009). Att döma framåtsyftande : En problematisering av bedömningsbegreppet i aktuell svensk och anglosaxisk forskning. (Thesis). University of GävleUniversity of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4570

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):

Eriksson, Elisabeth. “Att döma framåtsyftande : En problematisering av bedömningsbegreppet i aktuell svensk och anglosaxisk forskning.” 2009. Thesis, University of GävleUniversity of Gävle. Accessed April 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4570.

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

MLA Handbook (7th Edition):

Eriksson, Elisabeth. “Att döma framåtsyftande : En problematisering av bedömningsbegreppet i aktuell svensk och anglosaxisk forskning.” 2009. Web. 20 Apr 2019.

Vancouver:

Eriksson E. Att döma framåtsyftande : En problematisering av bedömningsbegreppet i aktuell svensk och anglosaxisk forskning. [Internet] [Thesis]. University of GävleUniversity of Gävle; 2009. [cited 2019 Apr 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4570.

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

Council of Science Editors:

Eriksson E. Att döma framåtsyftande : En problematisering av bedömningsbegreppet i aktuell svensk och anglosaxisk forskning. [Thesis]. University of GävleUniversity of Gävle; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4570

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


Liberty University

13. Cole, Marianne W. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools.

Degree: 2010, Liberty University

 This study investigated the effect of two models of professional development concerning Assessment for Learning on teacher perception of the effectiveness of Assessment for Learning(more)

Subjects/Keywords: assessment for learning; formative assessment; professional development; Education, General

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

APA (6th Edition):

Cole, M. W. (2010). Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/368

Chicago Manual of Style (16th Edition):

Cole, Marianne W. “Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools.” 2010. Doctoral Dissertation, Liberty University. Accessed April 20, 2019. http://digitalcommons.liberty.edu/doctoral/368.

MLA Handbook (7th Edition):

Cole, Marianne W. “Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools.” 2010. Web. 20 Apr 2019.

Vancouver:

Cole MW. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Apr 20]. Available from: http://digitalcommons.liberty.edu/doctoral/368.

Council of Science Editors:

Cole MW. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/368


University College Cork

14. Barrett, Aileen M. The role and value of workplace-based assessment in learning in postgraduate medical education.

Degree: 2016, University College Cork

 Introduction Workplace-based assessment (WBA) has been the subject of much debate since its introduction; it remains unclear whether the intended learning value of these tools… (more)

Subjects/Keywords: Workplace-based assessmen; Postgraduate medical education; Formative assessment; Assessment for learning

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

APA (6th Edition):

Barrett, A. M. (2016). The role and value of workplace-based assessment in learning in postgraduate medical education. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/3569

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):

Barrett, Aileen M. “The role and value of workplace-based assessment in learning in postgraduate medical education.” 2016. Thesis, University College Cork. Accessed April 20, 2019. http://hdl.handle.net/10468/3569.

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

MLA Handbook (7th Edition):

Barrett, Aileen M. “The role and value of workplace-based assessment in learning in postgraduate medical education.” 2016. Web. 20 Apr 2019.

Vancouver:

Barrett AM. The role and value of workplace-based assessment in learning in postgraduate medical education. [Internet] [Thesis]. University College Cork; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10468/3569.

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

Council of Science Editors:

Barrett AM. The role and value of workplace-based assessment in learning in postgraduate medical education. [Thesis]. University College Cork; 2016. Available from: http://hdl.handle.net/10468/3569

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


Malmö University

15. Balan, Andreia. Assessment for learning : a case study in mathematics education .

Degree: Malmö University. Nature, Environment and Society (NMS), 2012, Malmö University

 The aim of this study was to introduce a formative-assessment practice in a mathematics classroom, by implementing the five strategies of the formative-assessment framework proposed… (more)

Subjects/Keywords: assessment for learning; scoring rubrics; peer assessment; peer feedback

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APA (6th Edition):

Balan, A. (2012). Assessment for learning : a case study in mathematics education . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/14356

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):

Balan, Andreia. “Assessment for learning : a case study in mathematics education .” 2012. Thesis, Malmö University. Accessed April 20, 2019. http://hdl.handle.net/2043/14356.

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

MLA Handbook (7th Edition):

Balan, Andreia. “Assessment for learning : a case study in mathematics education .” 2012. Web. 20 Apr 2019.

Vancouver:

Balan A. Assessment for learning : a case study in mathematics education . [Internet] [Thesis]. Malmö University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2043/14356.

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

Council of Science Editors:

Balan A. Assessment for learning : a case study in mathematics education . [Thesis]. Malmö University; 2012. Available from: http://hdl.handle.net/2043/14356

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


North-West University

16. Mvelase, Newton Bhekisisa. An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase .

Degree: 2014, North-West University

 In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’… (more)

Subjects/Keywords: Assessment; Formative assessment; Assessment for learning; Learning intentions; Feedback; Questioning; Self- and peer assessment; Learner performance; Mathematical improvement; Mathematics classrooms

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

APA (6th Edition):

Mvelase, N. B. (2014). An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/13170

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):

Mvelase, Newton Bhekisisa. “An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase .” 2014. Thesis, North-West University. Accessed April 20, 2019. http://hdl.handle.net/10394/13170.

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

MLA Handbook (7th Edition):

Mvelase, Newton Bhekisisa. “An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase .” 2014. Web. 20 Apr 2019.

Vancouver:

Mvelase NB. An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10394/13170.

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

Council of Science Editors:

Mvelase NB. An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/13170

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


Queensland University of Technology

17. Ho, Thi Nhat. An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice.

Degree: 2015, Queensland University of Technology

 In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study,… (more)

Subjects/Keywords: Assessment for Learning; Formative assessment; Vietnamese higher education; Case study; Sociocultural theories of learning

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

APA (6th Edition):

Ho, T. N. (2015). An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/91545/

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):

Ho, Thi Nhat. “An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice.” 2015. Thesis, Queensland University of Technology. Accessed April 20, 2019. http://eprints.qut.edu.au/91545/.

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

MLA Handbook (7th Edition):

Ho, Thi Nhat. “An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice.” 2015. Web. 20 Apr 2019.

Vancouver:

Ho TN. An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Apr 20]. Available from: http://eprints.qut.edu.au/91545/.

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

Council of Science Editors:

Ho TN. An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/91545/

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


Karlstad University

18. Högdahl, Pi. Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?.

Degree: Educational Studies, 2015, Karlstad University

  Research shows that schools are largely a professional solo cultures (Blossing 2014), which impede teachers' professional development as learning takes place in social interaction… (more)

Subjects/Keywords: culture; structure; changeagent; communities of practice; peer learning; teacher learning community; design for learning; assessment for learning

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

APA (6th Edition):

Högdahl, P. (2015). Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38935

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):

Högdahl, Pi. “Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?.” 2015. Thesis, Karlstad University. Accessed April 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38935.

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

MLA Handbook (7th Edition):

Högdahl, Pi. “Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?.” 2015. Web. 20 Apr 2019.

Vancouver:

Högdahl P. Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 Apr 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38935.

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

Council of Science Editors:

Högdahl P. Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38935

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

19. Andersson, Julia. Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2.

Degree: Teacher Education, 2016, Södertörn University

  The aim of this study is to investigate how learning intentions are sheared and clarified during lessons, as a part of formative assessment. Studies… (more)

Subjects/Keywords: Assessment for learning; formative assessment; clarifying learning intention; criteria for success; Formativ bedömning; bedömning för lärande; delge och klargöra lärandemål; framgångskriterier

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

APA (6th Edition):

Andersson, J. (2016). Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31641

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):

Andersson, Julia. “Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2.” 2016. Thesis, Södertörn University. Accessed April 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31641.

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

MLA Handbook (7th Edition):

Andersson, Julia. “Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2.” 2016. Web. 20 Apr 2019.

Vancouver:

Andersson J. Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2. [Internet] [Thesis]. Södertörn University; 2016. [cited 2019 Apr 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31641.

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

Council of Science Editors:

Andersson J. Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31641

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


Wayne State University

20. Elhage, Rasha. Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey.

Degree: PhD, Education Evaluation and Research, 2014, Wayne State University

  Education is intended to provide diverse students with the skills and competencies needed to enhance their lives (Salvia, Ysseldyke & Bolt, 2011). This includes… (more)

Subjects/Keywords: Assessment; Assessment for Learning; Learning Disabilities; Lebanon; Practices; Educational Assessment, Evaluation, and Research; Special Education and Teaching

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

APA (6th Edition):

Elhage, R. (2014). Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1068

Chicago Manual of Style (16th Edition):

Elhage, Rasha. “Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey.” 2014. Doctoral Dissertation, Wayne State University. Accessed April 20, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1068.

MLA Handbook (7th Edition):

Elhage, Rasha. “Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey.” 2014. Web. 20 Apr 2019.

Vancouver:

Elhage R. Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey. [Internet] [Doctoral dissertation]. Wayne State University; 2014. [cited 2019 Apr 20]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1068.

Council of Science Editors:

Elhage R. Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey. [Doctoral Dissertation]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1068


University of Toronto

21. Zapitis, Marina. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.

Degree: 2011, University of Toronto

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In… (more)

Subjects/Keywords: Self-Evaluation; Self-Assessment; Authentic Assessment; Formative Assessment; Assessment for Learning; Self-Regulated Writing; Criterion-based Feedback; Self-Evaluation Training; 0727

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

APA (6th Edition):

Zapitis, M. (2011). The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29492

Chicago Manual of Style (16th Edition):

Zapitis, Marina. “The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.” 2011. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/29492.

MLA Handbook (7th Edition):

Zapitis, Marina. “The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.” 2011. Web. 20 Apr 2019.

Vancouver:

Zapitis M. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/29492.

Council of Science Editors:

Zapitis M. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29492


Karlstad University

22. Jonsson, Pernilla. Bedömning i matematikklassrummet : En undersökning om hur bedömning kommuniceras och uppfattas utifrån ett elevperspektiv.

Degree: Karlstad University, 2015, Karlstad University

  Syftet med denna studie var att utveckla fördjupade kunskaper om bedömningshandlingar i matematikklassrummet utifrån ett elevperspektiv och två frågeställningar ställdes: Vad kännetecknar de bedömningshandlingar… (more)

Subjects/Keywords: Assessment; assessment acts; assessment for learning; feedback; formative assessment; mathematics; Bedömning; bedömning för lärande; bedömningshandlingar; feedback; formativ bedömning; matematik; återkoppling

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

APA (6th Edition):

Jonsson, P. (2015). Bedömning i matematikklassrummet : En undersökning om hur bedömning kommuniceras och uppfattas utifrån ett elevperspektiv. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36888

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):

Jonsson, Pernilla. “Bedömning i matematikklassrummet : En undersökning om hur bedömning kommuniceras och uppfattas utifrån ett elevperspektiv.” 2015. Thesis, Karlstad University. Accessed April 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36888.

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

MLA Handbook (7th Edition):

Jonsson, Pernilla. “Bedömning i matematikklassrummet : En undersökning om hur bedömning kommuniceras och uppfattas utifrån ett elevperspektiv.” 2015. Web. 20 Apr 2019.

Vancouver:

Jonsson P. Bedömning i matematikklassrummet : En undersökning om hur bedömning kommuniceras och uppfattas utifrån ett elevperspektiv. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 Apr 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36888.

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

Council of Science Editors:

Jonsson P. Bedömning i matematikklassrummet : En undersökning om hur bedömning kommuniceras och uppfattas utifrån ett elevperspektiv. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36888

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

23. Andersson, Sanna. Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning.

Degree: Teacher Education, 2015, Södertörn University

  The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of… (more)

Subjects/Keywords: Assessment; formative assessment; assessment for learning; feedback; peer-assessment; Bedömning; formative bedömning; bedömning för lärande; återkoppling; kamratbedömning

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

APA (6th Edition):

Andersson, S. (2015). Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102

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):

Andersson, Sanna. “Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning.” 2015. Thesis, Södertörn University. Accessed April 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.

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

MLA Handbook (7th Edition):

Andersson, Sanna. “Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning.” 2015. Web. 20 Apr 2019.

Vancouver:

Andersson S. Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 Apr 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.

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

Council of Science Editors:

Andersson S. Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102

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


Queensland University of Technology

24. Tran, Thi Duyen. An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities.

Degree: 2015, Queensland University of Technology

 This case study investigated EFL assessment practices at one public and one private university to explore the support of assessment for English language learning (ELL)… (more)

Subjects/Keywords: Assessment for learning (AfL); English language assessment; EFL education; Sociocultural perspectives; Vietnamese Higher Education

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

APA (6th Edition):

Tran, T. D. (2015). An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/84622/

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):

Tran, Thi Duyen. “An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities.” 2015. Thesis, Queensland University of Technology. Accessed April 20, 2019. https://eprints.qut.edu.au/84622/.

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

MLA Handbook (7th Edition):

Tran, Thi Duyen. “An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities.” 2015. Web. 20 Apr 2019.

Vancouver:

Tran TD. An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Apr 20]. Available from: https://eprints.qut.edu.au/84622/.

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

Council of Science Editors:

Tran TD. An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/84622/

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


Universiteit Utrecht

25. Jong, A.A. de. LEARNING LOOPS IN EIA: Analyzing system-level learning and the contributions of the Netherlands Commission for Environmental Assessment: The cases of Ghana and the Maldives”.

Degree: 2010, Universiteit Utrecht

 Environmental impact assessment (EIA) practices can render learning effects on both the project level –being the physical undertaking like the construction of an oil platform… (more)

Subjects/Keywords: Geowetenschappen; Environmental Impact Assessment, Learning, Ghana, Maldives, Netherlands Commission for Environmental Impact Assessment

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

APA (6th Edition):

Jong, A. A. d. (2010). “LEARNING LOOPS IN EIA: Analyzing system-level learning and the contributions of the Netherlands Commission for Environmental Assessment: The cases of Ghana and the Maldives”. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/179636

Chicago Manual of Style (16th Edition):

Jong, A A de. ““LEARNING LOOPS IN EIA: Analyzing system-level learning and the contributions of the Netherlands Commission for Environmental Assessment: The cases of Ghana and the Maldives”.” 2010. Masters Thesis, Universiteit Utrecht. Accessed April 20, 2019. http://dspace.library.uu.nl:8080/handle/1874/179636.

MLA Handbook (7th Edition):

Jong, A A de. ““LEARNING LOOPS IN EIA: Analyzing system-level learning and the contributions of the Netherlands Commission for Environmental Assessment: The cases of Ghana and the Maldives”.” 2010. Web. 20 Apr 2019.

Vancouver:

Jong AAd. “LEARNING LOOPS IN EIA: Analyzing system-level learning and the contributions of the Netherlands Commission for Environmental Assessment: The cases of Ghana and the Maldives”. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2019 Apr 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/179636.

Council of Science Editors:

Jong AAd. “LEARNING LOOPS IN EIA: Analyzing system-level learning and the contributions of the Netherlands Commission for Environmental Assessment: The cases of Ghana and the Maldives”. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/179636


Queensland University of Technology

26. Willis, Jillian Ellen. Towards learner autonomy : an assessment for learning approach.

Degree: 2011, Queensland University of Technology

 Using Assessment for Learning (AfL) may develop learner autonomy however, very often AfL is reduced to a set of strategies that do not always achieve… (more)

Subjects/Keywords: assessment for learning; autonomy; formative assessment; learner identity; sociocultural theory; teacher–student relationships

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

APA (6th Edition):

Willis, J. E. (2011). Towards learner autonomy : an assessment for learning approach. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/45498/

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):

Willis, Jillian Ellen. “Towards learner autonomy : an assessment for learning approach.” 2011. Thesis, Queensland University of Technology. Accessed April 20, 2019. https://eprints.qut.edu.au/45498/.

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

MLA Handbook (7th Edition):

Willis, Jillian Ellen. “Towards learner autonomy : an assessment for learning approach.” 2011. Web. 20 Apr 2019.

Vancouver:

Willis JE. Towards learner autonomy : an assessment for learning approach. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 Apr 20]. Available from: https://eprints.qut.edu.au/45498/.

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

Council of Science Editors:

Willis JE. Towards learner autonomy : an assessment for learning approach. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/45498/

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


University of Canterbury

27. Turnock, Karen Ann. "It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education.

Degree: School of Maori, Social and Cultural Studies, 2009, University of Canterbury

 This qualitative ethnographic study explored the various ways a team of early childhood teachers made sense of, and used, an assessment framework based on learning(more)

Subjects/Keywords: Ethnographic; early childhood education; teacher change; assessment for learning

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

APA (6th Edition):

Turnock, K. A. (2009). "It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3077

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):

Turnock, Karen Ann. “"It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education.” 2009. Thesis, University of Canterbury. Accessed April 20, 2019. http://hdl.handle.net/10092/3077.

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

MLA Handbook (7th Edition):

Turnock, Karen Ann. “"It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education.” 2009. Web. 20 Apr 2019.

Vancouver:

Turnock KA. "It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10092/3077.

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

Council of Science Editors:

Turnock KA. "It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3077

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


Brunel University

28. Pridmore, Valerie June. Raising achievement through formative assessment in design and technology.

Degree: PhD, 2003, Brunel University

Subjects/Keywords: 607.1242; Assessment for learning

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

APA (6th Edition):

Pridmore, V. J. (2003). Raising achievement through formative assessment in design and technology. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/5872 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274808

Chicago Manual of Style (16th Edition):

Pridmore, Valerie June. “Raising achievement through formative assessment in design and technology.” 2003. Doctoral Dissertation, Brunel University. Accessed April 20, 2019. http://bura.brunel.ac.uk/handle/2438/5872 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274808.

MLA Handbook (7th Edition):

Pridmore, Valerie June. “Raising achievement through formative assessment in design and technology.” 2003. Web. 20 Apr 2019.

Vancouver:

Pridmore VJ. Raising achievement through formative assessment in design and technology. [Internet] [Doctoral dissertation]. Brunel University; 2003. [cited 2019 Apr 20]. Available from: http://bura.brunel.ac.uk/handle/2438/5872 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274808.

Council of Science Editors:

Pridmore VJ. Raising achievement through formative assessment in design and technology. [Doctoral Dissertation]. Brunel University; 2003. Available from: http://bura.brunel.ac.uk/handle/2438/5872 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274808


Brigham Young University

29. Radford, Brian W. The Effect of Formative Assessments on Teaching and Learning.

Degree: MS, 2010, Brigham Young University

 This study sought to improve the learning outcomes at the Missionary Training Center in Provo, Utah. Here, missionary trainees aged 19-24 are taught language and… (more)

Subjects/Keywords: formative assessments; assessment for learning; teacher feedback; student feedback; Educational Psychology

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

APA (6th Edition):

Radford, B. W. (2010). The Effect of Formative Assessments on Teaching and Learning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd

Chicago Manual of Style (16th Edition):

Radford, Brian W. “The Effect of Formative Assessments on Teaching and Learning.” 2010. Masters Thesis, Brigham Young University. Accessed April 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd.

MLA Handbook (7th Edition):

Radford, Brian W. “The Effect of Formative Assessments on Teaching and Learning.” 2010. Web. 20 Apr 2019.

Vancouver:

Radford BW. The Effect of Formative Assessments on Teaching and Learning. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Apr 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd.

Council of Science Editors:

Radford BW. The Effect of Formative Assessments on Teaching and Learning. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd


Liberty University

30. Thacker, David. A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District.

Degree: 2016, Liberty University

 The purpose of this study was to understand middle school teachers’ implementation of formative assessment (FA) practices. The study used a transcendental phenomenological design to… (more)

Subjects/Keywords: Assessment for Learning; Assessment of Learning; Formative Assessment; Formative Assessment Practices; FormativeFfeedback; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Other Education

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

APA (6th Edition):

Thacker, D. (2016). A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1168

Chicago Manual of Style (16th Edition):

Thacker, David. “A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District.” 2016. Doctoral Dissertation, Liberty University. Accessed April 20, 2019. http://digitalcommons.liberty.edu/doctoral/1168.

MLA Handbook (7th Edition):

Thacker, David. “A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District.” 2016. Web. 20 Apr 2019.

Vancouver:

Thacker D. A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Apr 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1168.

Council of Science Editors:

Thacker D. A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1168

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