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You searched for subject:(formative assessment). Showing records 1 – 30 of 495 total matches.

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University of Delaware

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

Degree: D.Ed., University of Delaware, School of Education, 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Bonham JL. A study of middle school mathematics teachers' implementation of formative assessment. [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2020 Dec 01]. 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

2. 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 https://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 December 01, 2020. https://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. 01 Dec 2020.

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 2020 Dec 01]. Available from: https://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: https://opensiuc.lib.siu.edu/dissertations/1342


University of Waikato

3. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


University of Illinois – Urbana-Champaign

4. 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 December 01, 2020. http://hdl.handle.net/2142/49836.

MLA Handbook (7th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Web. 01 Dec 2020.

Vancouver:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Dec 01]. 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


Duquesne University

5. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


Uppsala University

6. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Parekh NN. "Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning. [Internet] [Thesis]. Uppsala University; 2015. [cited 2020 Dec 01]. 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

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

Degree: D.Ed., Department of Educational Methodology, Policy, and Leadership, 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. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/20467

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. Doctoral Dissertation, University of Oregon. Accessed December 01, 2020. http://hdl.handle.net/1794/20467.

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. 01 Dec 2020.

Vancouver:

Strong D. The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment. [Internet] [Doctoral dissertation]. University of Oregon; 2016. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1794/20467.

Council of Science Editors:

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

8. Williams, Jacob W. Formative assessment: Comparing immediate and delayed feedback.

Degree: 2012, James Madison University

 The current study compared feedback via the Immediate Feedback Assessment Technique to typical scantron with delayed feedback. Following students during the course of one semester… (more)

Subjects/Keywords: immediate feedback assessment technique; formative assessment; Psychology

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APA (6th Edition):

Williams, J. W. (2012). Formative assessment: Comparing immediate and delayed feedback. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/370

Chicago Manual of Style (16th Edition):

Williams, Jacob W. “Formative assessment: Comparing immediate and delayed feedback.” 2012. Masters Thesis, James Madison University. Accessed December 01, 2020. https://commons.lib.jmu.edu/master201019/370.

MLA Handbook (7th Edition):

Williams, Jacob W. “Formative assessment: Comparing immediate and delayed feedback.” 2012. Web. 01 Dec 2020.

Vancouver:

Williams JW. Formative assessment: Comparing immediate and delayed feedback. [Internet] [Masters thesis]. James Madison University; 2012. [cited 2020 Dec 01]. Available from: https://commons.lib.jmu.edu/master201019/370.

Council of Science Editors:

Williams JW. Formative assessment: Comparing immediate and delayed feedback. [Masters Thesis]. James Madison University; 2012. Available from: https://commons.lib.jmu.edu/master201019/370


Anna University

9. 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 (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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

R K. Concept map based formative Knowledge assessment for learning In higher education environment;. [Internet] [Thesis]. Anna University; 2015. [cited 2020 Dec 01]. 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 Adelaide

10. 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 (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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


University of Edinburgh

11. 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: 372.11; 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

12. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Yekta E. Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9. [Internet] [Thesis]. Södertörn University; 2015. [cited 2020 Dec 01]. 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 Manitoba

13. Jason, Hurton. Technology-based formative assessments: Student perceptions in pre-calculus mathematics.

Degree: Education, 2019, University of Manitoba

Formative assessment was pushed to the forefront of educational discussion in Black and Wiliam’s Inside the Black Box (1998b) and continues to be an integral… (more)

Subjects/Keywords: Mathematics; Formative assessment; Technology; Google Forms; Desmos

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APA (6th Edition):

Jason, H. (2019). Technology-based formative assessments: Student perceptions in pre-calculus mathematics. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34459

Chicago Manual of Style (16th Edition):

Jason, Hurton. “Technology-based formative assessments: Student perceptions in pre-calculus mathematics.” 2019. Masters Thesis, University of Manitoba. Accessed December 01, 2020. http://hdl.handle.net/1993/34459.

MLA Handbook (7th Edition):

Jason, Hurton. “Technology-based formative assessments: Student perceptions in pre-calculus mathematics.” 2019. Web. 01 Dec 2020.

Vancouver:

Jason H. Technology-based formative assessments: Student perceptions in pre-calculus mathematics. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1993/34459.

Council of Science Editors:

Jason H. Technology-based formative assessments: Student perceptions in pre-calculus mathematics. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34459


Delft University of Technology

14. van den Burg, Niels (author). Op de goede weg?: Een casestudie over het formatief evalueren van de ontwerpvaardigheid divergent denken in het primair onderwijs.

Degree: 2018, Delft University of Technology

 <p style="margin-right: 0cm; margin-left: 0cm; font-size: medium; font-family: "Times New Roman", serif;">In het hedendaagse onderwijs wordt steeds meer aandacht besteed aan 21e-eeuwse vaardigheden. Ontwerpend leren… (more)

Subjects/Keywords: primary education; formative assessment; design skills

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APA (6th Edition):

van den Burg, N. (. (2018). Op de goede weg?: Een casestudie over het formatief evalueren van de ontwerpvaardigheid divergent denken in het primair onderwijs. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:e28d0aaa-b4a7-4c74-9bf0-e2cb59b8e4a5

Chicago Manual of Style (16th Edition):

van den Burg, Niels (author). “Op de goede weg?: Een casestudie over het formatief evalueren van de ontwerpvaardigheid divergent denken in het primair onderwijs.” 2018. Masters Thesis, Delft University of Technology. Accessed December 01, 2020. http://resolver.tudelft.nl/uuid:e28d0aaa-b4a7-4c74-9bf0-e2cb59b8e4a5.

MLA Handbook (7th Edition):

van den Burg, Niels (author). “Op de goede weg?: Een casestudie over het formatief evalueren van de ontwerpvaardigheid divergent denken in het primair onderwijs.” 2018. Web. 01 Dec 2020.

Vancouver:

van den Burg N(. Op de goede weg?: Een casestudie over het formatief evalueren van de ontwerpvaardigheid divergent denken in het primair onderwijs. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2020 Dec 01]. Available from: http://resolver.tudelft.nl/uuid:e28d0aaa-b4a7-4c74-9bf0-e2cb59b8e4a5.

Council of Science Editors:

van den Burg N(. Op de goede weg?: Een casestudie over het formatief evalueren van de ontwerpvaardigheid divergent denken in het primair onderwijs. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:e28d0aaa-b4a7-4c74-9bf0-e2cb59b8e4a5


University of Illinois – Urbana-Champaign

15. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

16. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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 Tennessee – Knoxville

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

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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


Louisiana State University

18. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2020 Dec 01]. 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


Queens University

19. 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 (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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Gibson M. A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course . [Internet] [Thesis]. Queens University; 2013. [cited 2020 Dec 01]. 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


University of North Texas

20. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


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 December 01, 2020. http://hdl.handle.net/10919/26361.

MLA Handbook (7th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Web. 01 Dec 2020.

Vancouver:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Dec 01]. 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


Liberty University

22. Calhoun, Justin Michael. The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels.

Degree: 2020, Liberty University

Formative assessment has been studied for the last 2 decades. Increased high-stakes accountability requirements have intensified the focus on preparing students to demonstrate increased achievement… (more)

Subjects/Keywords: Formative Assessments; Common Formative Assessment; Achievement Scores; End-of-Course Assessment; Education

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

APA (6th Edition):

Calhoun, J. M. (2020). The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2498

Chicago Manual of Style (16th Edition):

Calhoun, Justin Michael. “The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels.” 2020. Doctoral Dissertation, Liberty University. Accessed December 01, 2020. https://digitalcommons.liberty.edu/doctoral/2498.

MLA Handbook (7th Edition):

Calhoun, Justin Michael. “The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels.” 2020. Web. 01 Dec 2020.

Vancouver:

Calhoun JM. The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Dec 01]. Available from: https://digitalcommons.liberty.edu/doctoral/2498.

Council of Science Editors:

Calhoun JM. The Effect of Teacher-Team Generated Formative Assessments on Student Writing Achievement Test Levels. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2498


University of Georgia

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

Degree: 2015, 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; Technology-enhanced formative assessment; 3-D computer simulations; Instructional technology; Secondary science education

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

APA (6th Edition):

Jurkiewicz, M. A. (2015). An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30959

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):

Jurkiewicz, Melissa Ann. “An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.” 2015. Thesis, University of Georgia. Accessed December 01, 2020. http://hdl.handle.net/10724/30959.

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

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.” 2015. Web. 01 Dec 2020.

Vancouver:

Jurkiewicz MA. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. [Internet] [Thesis]. University of Georgia; 2015. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10724/30959.

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

Council of Science Editors:

Jurkiewicz MA. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/30959

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


Loyola University Chicago

24. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Ruland JW. The Impact of Using Formative Assessment Attributes in Daily Instruction on Student Affect. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2020 Dec 01]. 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


Boston College

25. Lam, Wei Ling Karen. Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 In 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A… (more)

Subjects/Keywords: Authentic assessment; Classroom assessment; Formative assessment; Geography; Lower Secondary

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APA (6th Edition):

Lam, W. L. K. (2014). Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101233

Chicago Manual of Style (16th Edition):

Lam, Wei Ling Karen. “Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?.” 2014. Doctoral Dissertation, Boston College. Accessed December 01, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101233.

MLA Handbook (7th Edition):

Lam, Wei Ling Karen. “Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?.” 2014. Web. 01 Dec 2020.

Vancouver:

Lam WLK. Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Dec 01]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101233.

Council of Science Editors:

Lam WLK. Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101233


University of Ottawa

26. Pai, Jimmy. Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students .

Degree: 2017, University of Ottawa

 This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of,… (more)

Subjects/Keywords: Assessment; Formative Assessment; Summative Assessment; In-the-moment assessment; Noticing; Classroom Assessment

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APA (6th Edition):

Pai, J. (2017). Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/36994

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):

Pai, Jimmy. “Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students .” 2017. Thesis, University of Ottawa. Accessed December 01, 2020. http://hdl.handle.net/10393/36994.

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

MLA Handbook (7th Edition):

Pai, Jimmy. “Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students .” 2017. Web. 01 Dec 2020.

Vancouver:

Pai J. Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students . [Internet] [Thesis]. University of Ottawa; 2017. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10393/36994.

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

Council of Science Editors:

Pai J. Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students . [Thesis]. University of Ottawa; 2017. Available from: http://hdl.handle.net/10393/36994

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


North-West University

27. Hahn, Jan Hendrik. Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn .

Degree: 2008, North-West University

 During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills.… (more)

Subjects/Keywords: Pair programming; Cooperative learning; Collaborative learning; Assessment; Individual assessment; Pair assessment; Formative assessment; Summative assessment

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

APA (6th Edition):

Hahn, J. H. (2008). Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/764

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):

Hahn, Jan Hendrik. “Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn .” 2008. Thesis, North-West University. Accessed December 01, 2020. http://hdl.handle.net/10394/764.

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

MLA Handbook (7th Edition):

Hahn, Jan Hendrik. “Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn .” 2008. Web. 01 Dec 2020.

Vancouver:

Hahn JH. Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn . [Internet] [Thesis]. North-West University; 2008. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10394/764.

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

Council of Science Editors:

Hahn JH. Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/764

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

28. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

29. Dirce Aparecida Foletto de Moraes. Avaliação formativa : re-signficando a prova no cotidiano escolar.

Degree: 2008, Universidade Estadual de Londrina

Este trabalho teve por objetivo delinear e analisar as possibilidades das provas serem implementadas na perspectiva de uma avaliação formativa. Visando não só coletar dados,… (more)

Subjects/Keywords: Education - Formative Assessment; Educação - Avaliação formativa; Prova - Avaliação formativa; Avaliação educacional; Written Test - Formative Assessment; Educational assessment

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

APA (6th Edition):

Moraes, D. A. F. d. (2008). Avaliação formativa : re-signficando a prova no cotidiano escolar. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000146309

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):

Moraes, Dirce Aparecida Foletto de. “Avaliação formativa : re-signficando a prova no cotidiano escolar.” 2008. Thesis, Universidade Estadual de Londrina. Accessed December 01, 2020. http://www.bibliotecadigital.uel.br/document/?code=vtls000146309.

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

MLA Handbook (7th Edition):

Moraes, Dirce Aparecida Foletto de. “Avaliação formativa : re-signficando a prova no cotidiano escolar.” 2008. Web. 01 Dec 2020.

Vancouver:

Moraes DAFd. Avaliação formativa : re-signficando a prova no cotidiano escolar. [Internet] [Thesis]. Universidade Estadual de Londrina; 2008. [cited 2020 Dec 01]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000146309.

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

Council of Science Editors:

Moraes DAFd. Avaliação formativa : re-signficando a prova no cotidiano escolar. [Thesis]. Universidade Estadual de Londrina; 2008. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000146309

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


Liberty University

30. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Cole MW. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Dec 01]. 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

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