AndersonJ. R., RederL. M., & SimonH. A. (1996). Situated learning and education. Educational Researcher, 25, 5–11.
2.
Assessment Refonn Group., (1999). Assessment for learning: Beyond the black box.Cambridge: University of Cambridge School of Education.
3.
AuK. H., & JordanC. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In TruebaH., GuthrieG. P., & AuK. H. (Eds.), Culture in the bilingual classroom: Studies in classroom ethnography (pp. 139–152). Rowley, MA: Newbury House.
4.
AyersL. P. (1918). History and present status of educational measurements. Seventeenth Yearbook of the National Society for the Study of Education, Part II, 9–15.
5.
BlackP., & WiliamD. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy, and Practice, 5(1), 7–74.
6.
BlackP., & WiliamD. (1998b). Inside the black box: Raising standards through classroom assessment.London: School of Education, King's College.
7.
BliemC. L., & DavinroyK. H. (1997). Teachers' beliefs about assessment and instruction in literacy. Unpublished manuscript, University of Colorado at Boulder.
8.
BobbittJ. F. (1912). The elimination of waste in education. The Elementary School Teacher, 12, 259–271.
9.
BransfordJ. D. (1979). Human cognition: Learning, understanding, and remembering.Belmont, CA: Wadsworth.
10.
BransfordJ. D., BrownA. L., & CockingR. R. (1999). How people learn: Brain, mind, experience, and school.Washington, D.C.: National Academy Press.
11.
BrownA. L. (1994). The advancement of learning. Educational Researcher, 23, 4–12.
12.
BurnsM (1993). Mathematics: Assessing understanding.White Plains, NY: Cuisenaire Company of America.
13.
California Learning Assessment System., (1994). A sampler of science assessment–elementary.Sacramento: California Department of Education.
14.
CreminL (1961). The transformation of the school: Progressivism in American education, 1876–1957.New York: Vintage Books.
15.
Darling-HammondL. (1988). Accountability and teacher professionalism. American Educator, 12, 8–13.
16.
Darling-HammondL. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25, 5–17.
17.
FrederiksenJ. R., & CollinsA. (1989). A systems approach to educational testing. Educational Researcher, 18, 27–32.
18.
GagneR. M. (1965). The conditions of learning.New York: Holt, Rinehart, & Winston.
19.
GippsC. V. (1999). Socio-cultural aspects of assessment. In PearsonP. D., & Iran-NejadA. (Eds.), Review of Research in Education (Vol. 24, pp. 355–392). Washington, D.C.: American Educational Research Association.
20.
GraueM. E. (1993). Integrating theory and practice through instructional assessment. Educational Assessment, 1, 293–309.
21.
GreenoJ. G. (1996, July). On claims that answer the wrong questions.Stanford, CA: Institute for Research on Learning.
22.
HeathS. B. (1983). Ways with words: Language, life, and work in communities and classrooms.Cambridge: Cambridge University Press.
23.
HullC. L. (1943). Principles of behavior: An introduction to behavior theory.New York: Appleton-Century.
24.
KlenowskiV (1995). Student self-evaluation process in student-centered teaching and learning contexts of Australia and England. Assessment in Education, 2, 145–163.
25.
KliebardH. M. (1995). The struggle for the American curriculum: 1893–1958 (2nd ed.). New York: Routledge.
LepperM. R., DrakeM. F., & O'Donnell-JohnsonT. (1997). Scaffolding techniques of expert human tutors. In HoganK., & PressleyM. (Eds.), Scaffolding student learning: Instructional approaches & issues.Cambridge, MA: Brookline Books.
28.
MadausG. F., WestM. M., HarmonM. C., LomaxR. G., & ViatorK. A. (1992). The influence of testing on teaching math and science in grades 4–12.Chestnut Hill, MA: Center of Study of Testing, Evaluation, and Educational Policy, Boston College.
29.
Mathematical Sciences Education Board. (1993). Measuring up: Prototypes for mathematics assessment.Washington, D.C.: National Academy Press.
30.
McLaughlinM. W., & ShepardL. A. (1995). Improving education through standards-based reform: A report of the National Academy of Education panel on standards-based educational reform.Stanford, CA: National Academy of Education.
31.
McNeilL. M. (1988). Contradictions of control: School structure and school knowledge.New York: Routledge.
32.
National Academy of Education. (1999, March). Recommendations regarding research priorities: An advisory report to the National Educational Research Policy and Priorities Board.New York: New York University.
33.
National Research Council. (1999). Improving student learning: A strategic plan for education research and its utilization.Washington, D.C.: National Academy Press.
34.
OgleD. M. (1986). K-W-L: A teaching model that develops active reading of expository test. The Reading Teacher, 39(6), 564–570.
35.
PerrenoudP (1991). Towards a pragmatic approach to formative evaluation. In WestonP. (Ed.), Assessment of pupils' achievement: Motivation and school success (pp. 77–101). Amsterdam: Swets and Zeitlinger.
36.
PutnamR. T., & BorkoH. (1997). Teacher learning: Implications of new views of cognition. In BiddleB. J., GoodT. L., & GoodsonI. F. (Eds.), International handbook of teachers and teaching (Vol. 2, pp. 1223–1296). Dordecht, The Netherlands: Kluwer.
37.
RossC. C. (1941). Measurement in today's schools.New York: Prentice-Hall.
38.
RuchG. M. (1929). The objective or new-type examination.Chicago: Scott Foresman.
39.
SadlerD. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy and Practice, 5, 77–84.
40.
SchoenfeldA. H. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4–14.
41.
ShepardL. A. (1997). Measuring achievement: What does it mean to test for robust understanding?Princeton, NJ: Policy Information Center, Educational Testing Service.
42.
ShepardL. A. (in press). The role of classroom assessment in teaching and learning. In RichardsonV. (Ed.), Handbook of research on teaching (4th ed.). Washington, D.C.: American Educational Research Association.
43.
SkinnerB. F. (1938). The behavior of organisms: An experimental analysis.New York: Appleton-Century-Crofts.
44.
SkinnerB. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86–97.
45.
TharpR. G., & GallimoreR. (1988). Rousing minds to life: Teaching, learning, and schooling in social context.New York: Cambridge University Press.
46.
ThompsonP. W. (1995). Notation, convention, and quantity in elementary mathematics. In SowderJ. T., & SchappelleB. P. (Eds.), Providing a foundation for teaching mathematics in the middle grades (pp. 199–221). New York: State University of New York Press.
47.
ThorndikeE. L. (1922). The psychology of arithmetic.New York: Macmillan.
48.
TunstallP., & GippsC. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22, 389–404.
49.
VygotskyL. S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.
50.
WhitfordB. L., & JonesK. (2000). Kentucky lesson: How high stakes school accountability undermines a performance-based curriculum vision. In WhitfordB. L., & JonesK. (Eds.), Accountability, assessment, and teacher commitment: Lessons from Kentucky's reform efforts.Albany, NY: State University of New York Press.
51.
WigginsG (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70, 703–713.
WolfD. P., & ReardonS. F. (1996). Access to excellence through new forms of student assessment. In BaronJ. B., & WolfD. P. (Eds.), Performance-based student assessment: Challenges and possibilities (pp. 1–31). Chicago: University of Chicago Press.