Primary teachers' attitudes, intentions and practices regarding formative assessment
Bibliographic Data
| ID | 12086256 |
|---|---|
| Authors | Zi Yan (0000-0001-9305-884X, Education University of Hong Kong, corresponding author), Eric C K Cheng (0000-0003-1801-7321, Education University of Hong Kong) |
| Year | 2014 |
| Volume | 45 |
| Pages | 128-136 |
| Publication date | 2014-10-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2014.10.002 |
| OpenAlex | W2054150321 |
| Language | EN |
| Citations received | 44 |
| References cited | 46 |
Control (management · Developmental psychology · Formative assessment · Mathematics education · Norm (philosophy · Path analysis (statistics · Rasch model · School teachers · Statistics · Theory of planned behavior · Computer Science · Educational and Psychological Assessments · Educational Research and Pedagogy · Mathematics · Psychology · Social Psychology · Student Assessment and Feedback
The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
Exploring primary teachers' perceptions and self-reported practices of formative assessment in Australian schools
The path to teaching Excellence
In Enhancing Preservice Teachers’ Assessment Literacy
Formative Assessment Practices in Special School Classrooms With the Support of E-Books
Spiritual Intelligence Fosters Green Actions
Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms
Augmenting student engagement through the use of social media
Identifying predictors of teachers’ intention and willingness to teach about cancer by using direct and belief-based measures in the context of the theory of planned behaviour
Rubrics and formative assessment in K-12 education
Enhancing primary teachers’ formative assessment literacy
Understanding higher education learners' acceptance and use of mobile devices for language learning
Exploring the factors influencing teachers’ instructional data use with electronic data systems
Investigating preservice mathematics teachers’ formative assessment strategies across mathematical competency demands
Assessment-as-learning in classrooms
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Understanding music teachers’ formative assessment intention and implementation
Early childhood teachers’ portfolio practices and predictors / Prácticas y predictores del uso de portafolios por parte del profesorado de Educación Infantil
Collaborative Lesson Planning Influences Teachers' Self‐Regulated Learning Instruction ( SRL ‐I)
Quiet threat
Perceptions of teachers regarding the perceived implementation of creative pedagogy in “making” activities
Perceived teacher support and students’ acceptance of mobile‐assisted language learning
Primary school teachers' classroom‐based e‐assessment practices
Do they measure the same thing? A comparative analysis of teacher conceptions of assessment inventories in China
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale
Assessment for learning in the Hong Kong assessment reform
Assessment for learning research in East Asian countries
The impact of social cognitive and personality factors on teachers' reported inclusive behaviour
Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Using scaffolding strategies to improve formative assessment practice in higher education
Predicting teachers’ formative assessment practices
Ready to assess? A survey of German pre-service teachers’ traditional and digital formative assessment in physical education
Secondary mathematics teachers' attitudes toward alternative communication practices when doing proofs in geometry
Kindergarten isn’t fun anymore. Isn’t that so sad?”
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale
Human Resource Management in Industry 4.0 Era
Policy and practice in L2 classroom assessment
Formative assessment in physical education
Teachers as thinkers, not feelers
Arabic Psychometric Validation of L2 Teachers Blended Learning Assessment Literacy Scale in Saudi Arabia
How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making
A Study of the Implementation of Formative Assessment in Three Large Urban Districts
Teachers’ Perceptions and Practices of Assessment in Primary Schools
Visible Learning for Teachers
Inside the Black Box
Missing Data Techniques for Structural Equation Modeling.
Investigating multiple components of attitude, subjective norm, and perceived control
Teachers' conceptions of assessment
Evidence that perceived behavioural control is a multidimensional construct
Self-Efficacy
Maximum Likelihood from Incomplete Data Via the EM Algorithm
Cutoff criteria for fit indexes in covariance structure analysis
Efficacy of the Theory of Planned Behaviour
Assessment and Classroom Learning
From Intentions to Actions
Fit indices in covariance structure modeling
The theory of planned behavior
Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1
Applying the Rasch Model
Inclusive education
Catalyzing student–teacher interactions and teacher learning in science practical formative assessment with digital video technology
Teacher induction and elementary science teaching
Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools
Initial knowledge states about assessment
Why teachers leave
The assessment revolution that has passed England by
Teaching and Teacher Education
| Unique citing works | 44 |
|---|---|
| Citations per year | 4.4 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 43 |