Sage Journals: Discover world-class research

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Research article

First published 2019-3

Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching

Christopher M. Dudek, Linda A. Reddy, Adam Lekwa [...]

Assessment for Effective Intervention

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Research article

First published 2019-10

Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

Nilüfer Can Daşkın, Çiler Hatipoğlu

Language Testing

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Research article

First published 2024-11

Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment

Mª. Carmen Ruiz-Jiménez, Ana Licerán-Gutiérrez, Rocío Martínez-Jiménez

Active Learning in Higher Education

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Research article

First published 2015-12

Embedded Formative Assessment and Classroom Process Quality

Jasmin Decristan, Eckhard Klieme, Mareike Kunter [...]

American Educational Research Journal

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Research article

First published 2004-07

Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse

Constant Leung, Bernard Mohan

Language Testing

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Research article

First published 2019-3

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

Ryan J. Kettler, Linda A. Reddy, Todd A. Glover [...]

Assessment for Effective Intervention

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Research article

First published 2020-9

Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

Sarah J. Conoyer, Lisa Goran, Abigail A. Allen [...]

Assessment for Effective Intervention

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Research article

First published 2007-11

Employing formative assessment in the classroom

Linda Harris

Improving Schools

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Research article

First published 2025-7

The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context

Megan Khairallah, Omar Adra

Language Teaching Research

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Research article

First published 2004-12

Classroom Assessment is Not (Necessarily) Formative Assessment (and Vice-versa)

Paul Black, Dylan Wiliam

Teachers College Record: The Voice of Scholarship in Education

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