Assessment for learning research in East Asian countries
Bibliographic Data
| ID | 20348285 |
|---|---|
| Authors | Wei Shin Leong (0000-0001-6111-8035, Nanyang Technological University, corresponding author), Haslinda Ismail (Nanyang Technological University), Jolene Sonia Costa (Nanyang Technological University), Hong Boon Tan (Nanyang Technological University) |
| Year | 2018 |
| Volume | 59 |
| Pages | 270-277 |
| Publication date | 2018-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2018.09.005 |
| OpenAlex | W2896281156 |
| Language | EN |
| Citations received | 12 |
| References cited | 44 |
Assessment for learning · China · Deliberation · East Asia · Formative assessment · Mathematics education · Pedagogy · Political science · Situated · Sociology · Summative assessment · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Psychology · Student Assessment and Feedback
Teacher Classroom Questioning Practice and Assessment Literacy
Perception of the elementary mathematics teachers about assessment for learning
Navigating formative assessment literacy in a performative system
Implementation of formative assessment in the English language classroom
Decoding Chinese undergraduates’ conceptions of assessment
K to 12 curriculum reform in the Philippines
Changing Assessments and the Examination Culture in Singapore
Exploring Questioning Practices in Blended Synchronous Learning
At the intersection of educational change and borrowing
Assessment for learning in constrained contexts
Indonesian teachers’ conceptions of values and dimensions of assessment practice
Undergraduates' assessment enculturation in the neoliberal university
Handbook of Formative Assessment
Formative assessment
Classroom assessment and pedagogy
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
What is assessment for learning
Knowing the intentions, meaning and context of classroom assessment
The effects of self-assessment among young learners of English
Formative assessment in Confucian heritage culture classrooms
Systematic Reviews of Educational Research
A Potential Method for the Interpretive Synthesis of Qualitative Research
Primary teachers' attitudes, intentions and practices regarding formative assessment
Learning How to Learn and Assessment for Learning
Assessment – Summative and Formative – Some Theoretical Reflections
The Impact of Mandated Standardized Testing on Minority Students
| Unique citing works | 12 |
|---|---|
| Citations per year | 2 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |