Artikelen over het belang van kwaliteit:
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
Sadler, D Royce. (2002). Ah! … So That’s ‘Quality’. In P. Schwartz & G. Webb (Eds). Assessment: Case studies, experience and practice from higher education (Chap. 16, 130-136). London: Kogan Page.
Artikelen over het gebruik van exemplarische uitwerkingen:
Carless, D. & K.K.H. Chan (2016). Managing dialogic use of exemplars. Assessment and Evaluation in Higher Education.
Carless, D., Chan, K.K.H., To, J., Lo, M. & E. Barrett (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds), Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work. London: Routledge.
Artikelen over feedback en gebruikers:
Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44(4).
Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment and Evaluation in Higher Education,
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37.
Video webinar (28/10/2019): Student Feedback Literacy: The Current Landscape and Future Horizons https://www.youtube.com/watch?v=a7EGIIFajVw Book: Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge. |
Artikelen over formative assessment en zelfregulatie:
Panadero, E., Andrade, H., & Brookhart, S. M. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. Australian Educational Researcher. 45. 13-31.
Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535–557.