Gavin T. L. Brown

Publications

• https://scholar.google.com/citations?hl=en&user=dZjJRrQAAAAJ
• https://unidirectory.auckland.ac.nz/profile/gt-brown
• http://bit.ly/2xAcH9z
• https://www.researchgate.net/profile/Gavin_Brown3
• http://www.researcherid.com/rid/G-8674-2011
• http://loop.frontiersin.org/people/9779/overview
• https://sites.google.com/aucklanduni.ac.nz/gavin-t-l-brown/home
• https://www.ncbi.nlm.nih.gov/myncbi/1PG_Vc6Lz2951/bibliography/public/
• How do undergraduates perceive the use of assessment? A study in higher education
• The Relationship of Graduate Attributes and Academic Ability: A Case Study of Foundation Certificate Students
• Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania
• Portuguese university students’ conceptions of assessment: taking responsibility for achievement
• Community Education in New Zealand
• Technologies and infrastructure: costs and obstacles in developing large-scale computer–based testing
• Measuring connectedness to nature in preschool children in an urban setting and its relation to psychological functioning
• Conducting Online Surveys in China
• Swedish student perceptions of achievement practices: The role of intelligence
• Chinese secondary school students’ conceptions of assessment and achievement emotions: endorsed purposes lead to positive and negative feelings
• The Influence of Connectedness to Nature on Psychological Well-Being: Evidence from the Randomized Controlled Trial Play&Grow
• Analysing Students’ Free Response Drawings: Perceptions of Assessment
• Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism
• Motivational Profiles in TIMSS Mathematics
• Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
• Is Assessment for Learning Really Assessment?
• Assessment as an emotional practice: Emotional challenges faced by L2 teachers within assessment
• Students’ conceptions of eportfolios as assessment and technology
• Retrospective case studies of successful Chinese learners of English: Continuity and change in self-identities over time and across contexts
• Responding to Assessment for Learning
• Confirmatory Factor Analysis of the Parenting Styles and Dimensions Questionnaire (PSDQ) in a Sample of Korean Immigrant Parents in New Zealand
• Assessment as an emotional practice: Emotional challenges faced by L2 teachers within assessment
• Effective Reporting for Formative Assessment: the asTTle case example
• Evaluating Repeated Diary Study Responses: Latent Curve Modeling
• Not playing the game: student assessment resistance as a form of agency
• Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing
• Teacher rating versus measured academic achievement: Implications for paediatric research
• Relationships between parenting practices and perceptions of child behaviour among Korean immigrant mothers and fathers
• School readiness screening and educational achievement at 9–10 years of age
• Student self-assessment: why do they do it?
• Investigating students' perceived cognitive needs in university academic reading: a latent variable approach
• A comparative study of two interventions to support reading comprehension in primary-aged students
• Reflecting on personal data in a health course: Integrating wearable technology and ePortfolio for eHealth
• Middle leaders’ perceptions and actions on assessment: the technical, tactical and ethical
• Value, practice and proficiency: Teachers’ complex relationship with assessment for learning
• The Impact of Undergraduate Research Journals on the Scholarly World: Present but Small
• Cross-cultural study of test effort in PISA
• Student Conceptions of Assessment: Regulatory Responses to Our Practices
• Manipulating the consequences of tests: how Shanghai teens react to different consequences
• Understanding Change in Self-reported Undergraduate Attributes: A Repeated Measures Survey of Students in Education
• An Analysis of an Assessment Tool for 5-year Old Students Entering Elementary School: The School Entry Assessment Kit
• Teacher assessment literacy in practice: A reconceptualization
• Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance
• Teachers’ conceptions of assessment: Comparing two inventories with Ecuadorian teachers
• Understanding Chinese university student conceptions of assessment: cultural similarities and jurisdictional differences between Hong Kong and China
• Comparing OECD PISA Reading in English to Other Languages: Identifying Potential Sources of Non-Invariance
• Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: Helping students improve through transmission
• Assessment Tools for Teaching and Learning (asTTle)-using simultaneous linear programming to give teachers tests that they want
• A avaliação sob o ponto de vista dos estudantes: o uso de desenhos para a análise de concepções de avaliação [Assessment from the students’ point of view: the use of drawings to analyze conceptions of assessment]
• Better Questions for Higher Order Objectives: Improving the Quality of Assessment in Higher Education
• Assessment from the Chinese university student perspective
• Comparing university student conceptions of assessment: Brazilian and New Zealand beliefs.
• A avaliação sob o ponto de vista dos estudantes: o uso de desenhos para a análise de concepções de avaliação [Assessment from the students’ point of view: the use of drawings to analyze conceptions of assessment].
• A comparison of two methods of teaching reading comprehension
• Assessment for learning and for accountability in classrooms: The experience of four Hong Kong primary school curriculum leaders
• Assessment and Parents
• Handbook of Human and Social Conditions in Assessment
• Focusing on what you value: A considered approach to assessing ePortfolios
• The future of assessment research as a human and social endeavour
• The future of assessment as a human and social endeavour
• Assessment of student achievement
• A case study in whole-school innovation
• Doctoral Education in Quantitative Research Methods: Some Thoughts about Preparing Future Scholars
• The Future of Assessment as a Human and Social Endeavor: Addressing the Inconvenient Truth of Error
• Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes
• Using self-assessment to improve student learning
• Students’ use of online feedback in a first year tertiary biology course
• What we know we don’t know about teacher education
• Volume Conclusion: The future of assessment as a human and social endeavour
• Improvement and accountability functions of assessment: Impact on teachers’ thinking and action
• Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China
• University English teacher assessment literacy: A survey-test report from China
• Student self-assessment in the classroom
• Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
• The effect of conceptions of assessment upon reading achievement: An evaluation of the influence of self-efficacy and interest
• Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model
• Teachers’ reasons for using peer assessment: positive experience predicts use
• Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts
• The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions
• Accuracy in student self-assessment: directions and cautions for research
• Evaluating the Quality of Higher Education Instructor-Constructed Multiple-Choice Tests: Impact on Student Grades
• Setting students free with tablets: A multi-method evaluation of an educational technology intervention
• The impact of conceptions of assessment on assessment literacy in a teacher education program
• Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement
• A cyclical self-assessment process: towards a model of how students engage in self-assessment
• Achievement emotions in higher education: A diary study exploring emotions across an assessment event
• The validity of student self-assessment in the classroom
• Volume Introduction--The human and social experience of assessment: Valuing the person and context
• Socio-demographic differences in the impact of beliefs upon achievement-Non-invariance by sex, age, and ethnicity in conceptions of assessment upon achievement
• Latent Curve Modeling to Understand Achievement Emotions
• Avaliação no ensino superior: concepções múltiplas de estudantes brasileiros
• The Gamma Hat index: Statistical Procedure
• The impact of an assessment policy upon teachers' self-reported assessment beliefs and practices: A quasi-experimental study of Indian teachers in private schools
• Learning about writing: A consideration of the recently revised asTTle: Writing
• Using Multi-group Confirmatory Factor Analysis to Evaluate Cross-Cultural Research
• Investigating Senior Management Views of the Graduate Profile: Are we Assessing these Attributes?
• Understanding undergraduate attributes: A pre-post test survey of student self-reports during academic year 2014
• Leading school-based assessment for educational improvement: Rethinking accountability
• Student conceptions of assessment across cultural and contextual differences: University student
• National Testing: Pitfalls and Promises—the NZ Perspective
• What is the purpose of higher education?: Comparing student and institutional perspectives for completing a bachelor’s degree in the 21 st century
• Understanding Eportfolios as Assessment in Higher Education
• Iranian university students’ conceptions of assessment: Using assessment to self-improve
• Assessing Assessment for Learning: Reconsidering the policy and practice
• The future of self-assessment in classroom practice: Reframing self-assessment as a core competency
• What supervisors expect of education masters students before they engage in supervised research: a Delphi study
• Student Beliefs about Assessment: Clues for Improved Outcomes
• Exploring the content of teachers’ feedback: What are teachers actually providing to students
• Reconsidering Assessment for Learning: Insights from human factors and social conditions.
• The future of student self-assessment: Known unknowns and probable directions.
• Exemplifying the Mixing of Research Methods: Triangulating on student drawings
• Rethinking educational assessment: Tools, attitudes, purposes, and conditions that serve improvement
• Prospective Teachers' Conceptions of Assessment: A cross-cultural comparison
• Socio-emotional key competencies: Can they be measured and what do they relate to?
• Asttle - A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers
• An introduction to educational assessment, measurement, and evaluation
• Student self-assessment
• New methods for new methods: A series of interviews with German academics
• Preparing scientific researchers: Problems facing research methods instruction
• Cultural differences in tertiary students’ conceptions of learning as a duty and student achievement
• Exams, ranks and consequences: A considered reflection on education in China
• A psychometric view of sociocultural factors in test validity: The development of standardised test materials for Māori medium schools in New Zealand/Aotearoa
• Student conceptions of assessment across cultural and contextual differences: University student perspectives of assessment from Brazil, China, Hong Kong, and New Zealand
• Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers
• The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers' conceptions of assessment
• Beyond rhetoric: Leveraging learning from New Zealand's assessment tools for teaching and learning for South Africa
• Assessing instructional leadership: A longitudinal study of new principals
• Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings
• Hong Kong tertiary students' conceptions of assessment of academic ability
• Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment
• High-stakes examination preparation that controls teaching: Chinese prospective teachers' conceptions of excellent teaching and assessment
• Academic difficulties encountered by East Asian international university students in New Zealand
• Factors influencing early adolescents' mathematics achievement: High-quality teaching rather than relationships
• Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
• An analysis of the factorial structure of the Teacher Communication Behavior Questionnaire with Brazilian high school science students
• Tongan secondary students' conceptions of schooling in New Zealand relative to their academic achievement
• Prospective teachers' conceptions of assessment: a cross-cultural comparison.
• Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses
• The Qualitative Secret within Quantitative Research: It’s not just about numbers
• Concepções de avaliação de alunos universitários: Uma revisão da literatura
• Teachers’ thinking about assessment: Juggling improvement and accountability
• Student perspectives on subject outcomes in curriculum and instruction
• The persistence of vision: an analysis of continuity and change
• Student Evaluation of Curriculum Content for Effective Beginning Teaching.
• Teachers' conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
• Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
• Teacher's enacted curriculum: understanding teacher beliefs and practices of classroom assessment.
• Contrasting Teacher's Espoused and Enacted Classroom Assessment: Exploring Hong Kong Chinese Teachers’ Conceptions of Assessment
• Personal accountability versus excuse-making: The impact of secondary students' conceptions of assessment on academic performance mediated by self-effcacy and interest
• Student evaluation of teaching, learning attitudes and academic performance: Perceptions from New Zealand high school students
• New Zealand prospective teacher conceptions of assessment and academic performance: Neither student nor practicing teacher
• Communicating test scores to teachers: moving from statistics to use
• 考试制度及其影响: 成本高, 挑战大-对中国教育的深度反思 [Exams, ranks and consequences: A considered reflection on education in China]
• Assessment for learning: Problems and suggestions for AfL 2.0
• Meta-analysis of the effects of educational programs for incarcerated juvenile offenders
• Assessment: Principles and practice
• Hong Kong principals' perceptions on changes in evaluation and assessment policies: They're not for learning
• Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment
• Beliefs that make a difference: Adaptive and maladaptive self-regulation in students’ conceptions of assessment
• Heightened conceptions of assessment as school accountability: Understanding the impact of improvement-oriented assessment resources on New Zealand teachers’ conceptions of assessment
• Pictures of assessment: Conceptions of assessment as drawn by students
• Contemporary educational assessment: Practices, principles, and policies
• Teachers' conceptions of assessment: Comparing primary and secondary teachers in New Zealand
• 'Drawing' out student conceptions: Using pupils' pictures to examine their conceptions of assessment
• Assessment practices in higher education in Brazil from the students' point of view
• Indigenous Language and Culture Education for Mainstream Teacher Education: Students' Knowledge and Attitudes
• Student perspectives of assessment: Considering what assessment means to learners
• Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems
• The impact of training students how to write introductions for academic essays: An exploratory, longitudinal study
• Self-regulation of assessment beliefs and attitudes: A review of the students' conceptions of assessment inventory
• Queensland teachers' conceptions of assessment: The impact of policy priorities on teacher attitudes
• New Zealand and Queensland teachers' conceptions of curriculum: Potential jurisdictional effects of curriculum policy and implementation
• Secondary school students' conceptions of learning and their relationship to achievement
• Mixing interview and questionnaire methods: Practical problems in aligning data
• The validity of examination essays in higher education: Issues and responses
• Assessment policy and practice effects on New Zealand and Queensland teachers' conceptions of teaching
• Indigenous Language and Culture Education for Mainstream Teacher Education: Students' Knowledge and Attitudes
• Student perspectives on assessment : what students can tell us about assessment for learning
• Ecological rationality in teachers' conceptions of assessment across samples from Cyprus and New Zealand
• Students' conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity
• The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning
• Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices
• Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
• Assessment and evaluation
• Improvement, accountability, and irrelevance: The three faces of Chinese and Hong Kong teachers conceptions of assessment
• Disclosure, accuracy, peer effects, and other practical problems with involving students in peer and self assessment
• Analyzing the dimensionality of the Students' Conceptions of Assessment (SCoA) inventory
• An introduction to research with the teachers' conceptions of assessment: A western construct?
• Student and teacher participation in subject outcomes development
• Student perspectives on outcomes: Insights for course development within OBL and 335 frameworks
• Queensland teachers’ conceptions of teaching, learning, curriculum and assessment: Comparisons with New Zealand teachers
• Understanding teachers’ thinking about assessment: Insights for developing better educational assessments
• Secondary school students’ conceptions of assessment: a survey of four schools
• Accuracy in the Scoring of Writing: Study in Large-Scale Scoring of asTTle Writing Assessments
• Summary of teacher feedback from the secondary school calibration of asTTle reading and writing assessments for Curriculum Levels 4 to 6.
• Use of asTTle in secondary schools: Evaluation of the pilot release of asTTle V3
• An introduction to educational assessment, measurement and evaluation : improving the quality of teacher-based assessment
• Integrating teachers’ conceptions: Assessment, teaching, learning, curriculum, and efficacy
• Secondary school students' conceptions of assessment: A survey of four schools
• Assessment tools for teaching and learning (asTTle) Version 4, 2005: Manual
• Secondary school students’ conceptions of assessment
• Assessment of Student Number Strategy Development: A Case Study in the Use of Paper and Pencil Items.
• The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students
• Technology for school-based assessment and assessment for learning: Development principles from New Zealand
• An introduction to educational assessment, measurement and evaluation
• Students' conceptions of assessment and mathematics: Self-regulation raises achievement
• Assessment literacy training and teachers’ conceptions of assessment
• Integrating teachers' conceptions : assessment, teaching, learning, curriculum and efficacy
• Conceptions of Assessment: Implications for Classroom Practice
• Conceptions of curriculum: A framework for understanding New Zealand's curriculum framework and teachers' opinions
• Formative evaluation of an educational assessment technology innovation: Developers' insights into Assessment Tools for Teaching and Learning (asTTle)
• Integrating teachers'conceptions: Assessment, teaching, learning curriculum and efficacy
• Student information literacy: Psychometric validation of a self-efficacy report
• A national teacher-managed, curriculum-based assessment system: Assessment Tools for Teaching & Learning (asTTle)
• Inverse biliteracy: Case of secondary age Samoan born students
• Overall summary of teacher feedback from the calibrations and trials of the asTTle reading, writing, and mathematics assessments
• Teachers’ self-reported assessment practices and conceptions: Using structural equation modelling to examine measurement and structural models
• The reliability of essay scores: The necessity of rubrics and moderation
• Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability
• Modeling Strategic Decoding Behaviors in Early Readers
• Teachers' conceptions of feedback (TCoF) inventory (Version 1)
• Teacher Assessment Practices Inventory (T-APrI)
• Teachers' conceptions of teaching, learning, curriculum, and assessment: Comparing Queensland with New Zealand
• Teachers' conceptions of assessment: Implications for policy and professional development
• Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales
• New Zealand and Queensland teachers' conceptions of learning: Transforming more than reproducing
• An introduction to multi-battery factor analysis: Overcoming method artefacts
• Teachers' conceptions of assessment: Validation of an abridged version
• Cognitive processes in asTTle the SOLO taxonomy
• Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system
• Searching informational texts: Text and task characteristics that affect performance
• Use of interactive-informal assessment practices: New Zealand secondary students' conceptions of assessment
• Tongan students' attitudes towards their subjects in New Zealand relative to their academic achievement
• Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students
• Student information literacy: psychometric validation of a self-efficacy report.
• Teachers' instructional conceptions: How learning, teaching, curriculum, assessment, and self-efficacy interconnect
• An exploration of secondary school teachers' conceptions of assessment: A TLRI Study 1
• Students’ conceptions of assessment: Links to outcomes
• The more I enjoy it the less I achieve: The negative impact of socio-emotional purposes of assessment and feedback on academic performance
• Scoring of a nationally representative sample of student writing at Level 5—6 of the New Zealand English Curriculum: Use and refinement of the asTTle progress indicators & tasks
• Integrating LEP students into the school
• Assessing an Essential Skill: Finding Information in the Library.
• Teachers' conceptions of assessment (TCoA) inventory (Versions 1-3)
• Standard Setting for asTTle Reading: A Comparison of Methods
• Writing at Level 5-6 of the New Zealand English Curriculum: Development of Progress Indicators & Tasks
• Review of Language policy in schools: A resource for teachers and administrators
• School based assessment methods: Development and implementation
• Students' conceptions of assessment (SCoA) inventory (Versions 1-6)
• Bilingual literacy and academic success among Samoan born students in a New Zealand secondary school
• Report on teacher feedback from the first calibration of mathematics assessments
• Teacher evaluation of the reading level 4 assessments: Summary
• Assessment Tools for Teaching and Learning (asTTle) Manual (Version 4, 2005)
• Level of schooling effects on student conceptions of assessment: The impact of high-stakes assessments on secondary students’ beliefs
• Mathematics Curriculum Framework and Map: Levels 2—6
• Teachers' conceptions of assessment: A four-purpose model.
• Finding details, main ideas, & good sources: How information literate are NZ students?
• Learning: Styles or strategies?
• Student information literacy self-efficacy report (SILSER)
• Information literacy curriculum and assessment: Implications for schools from New Zealand
• Review of Quebec’s aboriginal languages: History, planning and development, by Jacques Maurais (Ed.)
• Teachers’ instructional conceptions: Assessment’s relationship to learning, teaching, curriculum, and teacher efficacy
• Teachers' conceptions of assessment (TCoA) inventory
• The New Zealand English curriculum.
• Book Review (Language policy in schools: A resource for teachers and administrators)
• The advantages and disadvantages of state-wide and/or national testing.
• The evaluation of asTTle in schools: The power of professional development
• New Zealand education students' conceptions of assessment and academic performance
• Cognitive processes in asTTle: The SOLO taxonomy
• Beliefs that make a difference: Students' conceptions of assessment and academic performance
• Item signature study: Report on the characteristics of reading texts and items from calibration 3
• New Zealand teachers' conceptions of assessment: A multi-dimensional, hierarchical model.
• Numeracy item signature study: A theoretically derived basis
• Student self reported study skills: A survey of Year 11 students.
• Student beliefs about learning: New Zealand students in Year 11
• Item signature study: Report on the characteristics of reading texts and items from calibration 1
• Validation Evidence of asTTle Reading Assessment Results: Norms and Criteria
• Bilingual literacy & academic success among Samoan born students in a NZ secondary school
• Teachers' conceptions of assessment
• Report on teacher feedback from the third calibration of writing assessments
• Reporting assessment information to teachers: Report of Project asTTle outputs design
• Information Skills: How Information Literate Are New Zealand Children?
• Assessment in English
• The feasibility of expanding the assessment resource banks to incorporate English
• Contrasting teacher’s espoused and enacted classroom assessment: Exploring Hong Kong Chinese teachers’ conceptions of assessment
• New Zealand and Louisiana practicing teachers’ conceptions of feedback: Impact of Assessment of Learning versus Assessment for Learning policies?
• Essential skills assessments. Information skills teachers manual
• Locating categories and sources of information: How skilled are New Zealand children?
• Assessing an essential skill: Finding information in the library
• Information skills in the New Zealand curriculum: A blueprint for education?
• Information skills: How well can New Zealand students find information?
• Students' Conceptions of Assessment—Version II
• Students’ Conceptions of Assessment—Version V
• Students' Conceptions of Assessment--Version 1A to 1D
• Teacher Communication Behavior Questionnaire--Brazilian Portuguese Version
• Teachers' conceptions of feedback: Results from a national sample of New Zealand teachers
• Teachers' conceptions of assessment: Developing a model for teachers in Hong Kong
• Personal accountability versus excuse-making: The impact of secondary students' conceptions of assessment on academic performance mediated by self-efficacy and interest
• New Zealand teachers’ conceptions of the purpose of assessment: Phenomenographic analyses of teachers’ thinking
• Teachers' conceptions of assessment: Comparing measurement models for primary & secondary teachers in New Zealand
• Student Conceptions of Feedback: A study of New Zealand secondary students
• Queensland teachers' conceptions of teaching, learning, curriculum and assessment: Comparisons with New Zealand teachers
• Summary of teacher feedback from the secondary school calibration of asTTle reading and writing assessments for curriculum levels 4 to 6
• The persistence of vision: an analysis of continuity and change in conceptions of assessment within a teacher education program
• Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment
• Association of Neonatal Hypoglycemia With Academic Performance in Mid-Childhood
• Experiences of parents whose children participated in a longitudinal follow‐up study
• A critical approach to eportfolios in higher education: How research may inform change and adoption
• They can’t tell the difference: A first evaluation of an Outcome-Based Learning innovation in teacher education
• Assessment policies, resources, and strategies for learning
• Conceptions of Assessment and Feedback Project: TLRI final report
• How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment
• Assessment Tools for Teaching and Learning (asTTle) manual: Version 2, 2003
• Project asTTle manual: English literacy 2002
• “My teacher's judgement matters more than mine": Comparing teacher and student perspectives on self-assessment practices in the classroom
• What is effective English teaching: Perceptions from New Zealand high school students
• Teachers’ conceptions of assessment: Developing a model for teachers in Hong Kong
• Teacher’s enacted curriculum: Understanding teacher beliefs and practices of classroom assessment
• Assessment of Key Competencies: A Proposal for Inclusion in e-asTTle (asTTle Advisory Rep. #19)
• New Zealand students’ test-taking motivation: an experimental study examining the effects of stakes
• Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self‐loathing in comparison
• The past, present and future of educational assessment: A transdisciplinary perspective
• Assessments cause and contribute to learning: If only we let them
• The relationship between subconstructs of empathy and general cognitive ability in the context of policing
• University students' strategies and criteria during self-assessment: instructor's feedback, rubrics, and year level effects
• Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self-loathing in comparison
• New Zealand students' test-taking motivation: an experimental study examining the effects of stakes
• Leading school-based assessment for educational improvement: rethinking accountability
• Self-Assessment
• Response to Responsible Research Assessment I
• Students’ use of online feedback in a first-year tertiary biology course
• Comparing four contemporary statistical software tools for introductory data science and statistics in the social sciences
• Changing the Quality of Teachers' Written Tests by implementing an Authentic Assessment Teachers' Training Program
• The contributions of intelligence and executive function to behaviour problems in school-age children born very preterm
• Setting Standards With Multiple-Choice Tests: A Preliminary Intended-User Evaluation of SmartStandardSet
• Teachers' conceptions of assessment: Comparing two inventories with Ecuadorian teachers
• Relationships between intelligence, executive function and academic achievement in children born very preterm
• Portuguese university students' conceptions of assessment: taking responsibility for achievement
• Students' conceptions of eportfolios as assessment and technology
• Schooling Beyond COVID-19: An Unevenly Distributed Future
• Using Self-Assessment to Improve Student Learning
• Value, practice and proficiency: Teachers' complex relationship with assessment for learning
• Does connectedness to nature improve the eating behaviours of pre-schoolers? Emerging evidence from the Play&Grow randomised controlled trial in Hong Kong
• Toward an Understanding of Preservice English as a Foreign Language Teachers' Acceptance of Computer-Assisted Language Learning 2.0 in the People's Republic of China
• Teacher AfL perceptions and feedback practices in mathematics education Chock for among secondary schools in Tanzania
• Chinese secondary school students' conceptions of assessment and achievement emotions: endorsed purposes lead to positive and negative feelings
• School readiness screening and educational achievement at 9-10 years of age
• Experiences of parents whose children participated in a longitudinal follow-up study
• Executive function and behaviour problems in school‐age children born at risk of neonatal hypoglycaemia
• Different Approaches to requesting Consent for Routine data linkage in Neonatal follow-up (ACORN): protocol for a 2×2 factorial randomised trial
• NIH Toolbox for assessment of neurocognitive and emotional-behavioural function in childhood: A systematic review
• Introduction to motivational profiles in TIMSS mathematics
• Cluster analysis results for TIMSS 2015 mathematics motivation by grade and jurisdiction
• The relationship of motivation with achievement in mathematics
• Methods in Feedback Research
• Effective Reporting for Formative Assessment: The asTTle Case Example
• Methodology: Cluster analysis of motivation variables in the TIMSS data
• Cluster analysis findings over 20 years of TIMSS
• Insights from motivational profiles in TIMSS mathematics
• Volume introduction: The human and social experience of assessment: Valuing the person and context
• STUDENT PERSPECTIVES OF ASSESSMENT Considering What Assessment Means to Learners
• "DRAWING" OUT STUDENT CONCEPTIONS Using Pupils' Pictures to Examine Their Conceptions of Assessment
• Assessment Tools for Teaching and Learning (asTTle) [Computer software]
• An Integrated Approach to Assessment as a Co-ordinating Framework
• 21st Century Learner Self-Report Feedback Inventories: A review and defence of psychometric approaches
• Evaluating Change over Time: Tests and Measures
• Quantitative Research Methods
• In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories
• The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions
• Challenges and opportunities in score reporting
• The psychology of evaluation:
• Evaluation in teacher training: An analysis of theoretical conceptions
• Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback
• Perspectives of adult offspring of participants recruited to a randomised trial in pregnancy: a qualitative study
• The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education
• Predicting formative feedback practices: improving learning and minimising a tendency to ignore feedback
• Stability of executive function in children born at risk of neonatal hypoglycemia
• Academic Success at Social Costs: An Exploratory Study on Social Networks of Chinese Students under Academic Streaming
• Teaching advanced statistical methods to postgraduate novices: a case example
• Principles and assumptions of psychometric measurement
• STUDENT CONCEPTIONS OF ASSESSMENT ACROSS CULTURAL AND CONTEXTUAL DIFFERENCES University Student Perspectives of Assessment from Brazil, China, Hong Kong, and New Zealand
• Cultural differences in tertiary students' conceptions of learning as a duty and student achievement
• How Technology Assists the Feedback Process in a Learning Environment: A Review
• Executive function and behaviour problems in school-age children born at risk of neonatal hypoglycaemia
• Assessments cause and contribute to learning If only we let them
• Different Approaches to requesting Consent for Routine data linkage in Neonatal follow-up (ACORN): protocol for a 2x2 factorial randomised trial
• An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students
• The qualitative secret within quantitative research: It’s not just about numbers
• Socio-emotional Key Competencies: Can they be measured and what do they relate to?
• Student Self-Assessment
• VOLUME CONCLUSION: THE FUTURE OF ASSESSMENT AS A HUMAN AND SOCIAL ENDEAVOUR
• The future of self-assessment in classroom practice: Reframing self- assessment as a core competency
• ASTTLE - A NATIONAL TESTING SYSTEM FOR FORMATIVE ASSESSMENT: HOW THE NATIONAL TESTING POLICY ENDED UP HELPING SCHOOLS AND TEACHERS
• Factors influencing early adolescents’ mathematics achievement: High-quality teaching rather than relationships
• Illustrating assessment: how Hong Kong university students conceive of the purposes of assessment
• Teachers' reasons for using peer assessment: positive experience predicts use
• The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest
• Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: helping students improve through transmission
• STUDENT SELF-ASSESSMENT IN THE CLASSROOM
• Setting students free with tablets: a multi-method evaluation of an educational technology intervention
• Assessing instructional leadership: a longitudinal study of new principals
• Concepções de avaliação de alunos universitários: uma revisão da literatura
• Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison
• The impact of training students how to write introductions for academic essays: an exploratory, longitudinal study
• Dextrose gel prophylaxis for neonatal hypoglycaemia and neurocognitive function at early school age: a randomised dosage trial
• In between Korean and New Zealander: Extrinsic success beliefs and well-being of Korean youth in New Zealand
• The key competencies and components of teacher assessment literacy in digital environments: A scoping review
• A broader view of research contributions: Necessary adjustments to DORA for hiring and promotion in psychology.