 |
Resources Cited in Assessing Projects
Numerous citations of the following reports and articles occur throughout the Assessing Projects resource:
Amabile, T.M. (1983). The social psychology of creativity. New York:Springer-Verlag Incorporated.
Andrade, A. (1999). The thinking classroom. Cambridge, MA: Harvard Project Zero. http://learnweb.harvard.edu/alps/thinking/index.cfm*
Araisian, P. W. (2001). Classroom assessment, 2nd edition. New York: McGraw-Hill.
Airasian, P.W. (1991). Classroom assessment. New York: McGraw-Hill.
Askew, M.; Brown, M.; Rhodes, V.; Wiliam, D. and Johnson, D. (1997). Effective teachers of numeracy. London: King's College, University of London.
Bernard-Powers, J., Darling-Hammond, L., Der Ramos, A., Kass, M., LaBoskey, V., & Markowitz, M., et al. (2000). Principles of high quality teacher development. San Jose, CA: The Teacher Quality Collaborative.
Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston: Allyn & Bacon.
Black, P.; Harrison, C.; Lee, C.; Marshall, B; & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire, England: Open University Press.
Black, P. & Wiliam, D. (1998). Inside the black box? Raising standards through classroom assessment. Phi Delta Kappan. www.pdkintl.org/kappan/kbla9810.htm*
Bruce, L. B. (2001). Student self-assessment: Making standards come alive. Classroom leadership, 5(1).
Buchler, B. (2003). Terms of engagement—Rethinking teachers' independent learning traits. Naperville, IL: North Central Regional Educational Laboratory. www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd400.htm*
Costa, A. L. & Kallick, B. (2000). Building a system for assessing thinking. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking, (pp. 517-534). Alexandria, VA: ASCD.
ERIC (1993). Alternative assessment and technology. ED365312
Garrison, D.R. (1997, Fall). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-34.
Guskey, T. R. (2005). Mapping the road to proficiency. Educational leadership, 63(3), 32-38.
Johnson, N. & Rose, L. (1997). Portfolios: Clarifying, constructing, and enhancing. Lancaster, Pa.: Technomic Pub. Co.
Kennedy, M. (1991). Policy issues in teaching education. Phi Delta Kappan, 72(9), 661-666.
Kitsantis, A., Reisner, R. A., & .Doster, J. (2004). Developing self-regulated learners: Goal setting, self-evaluation, and organizational signals during acquisition of procedural skills. The journal of experimental education. 72 (4), 269-288.
Kulm, G. (1994). Mathematics assessment: What works in the classroom. San Francisco, CA: Jossey-Bass.
Langer, E. J. (1989). Mindfulness. New York: Merloyd Lawrence.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: McREL. www.mcrel.org/PDF/Instruction/5982RR_InstructionMeta_Analysis.pdf* (PDF;172)
McMillan, J. H. (2000). Basic assessment concepts for teachers and school administrators. College Park, MD: ERIC Clearinghouse on Assessment and Evaluation.
Moon, J., and Schulman, L. (1995). Finding the connections: Linking assessment, instruction, and curriculum in elementary mathematics. Portsmouth, NH: Heinemann.
Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg, Creativity handbook, (pp. 392-430). New York: Cambridge University Press.
Noonan, B. & Duncan, R. (2005). Peer and Self-Assessment in High Schools. Practical assessment, research and evaluation, 10(17), 1-8. http://pareonline.net/pdf/v10n17.pdf* (PDF; 8)
North Central Regional Educational Laboratory. (2003). enGauge 21st century skills: Literacy in the digital age.
Naperville, IL: North Central Regional Educational Laboratory.
Paris, S., & Ayres, L. (1994). Becoming reflective students and teachers. Washington D.C.: American Psychological Association.
Renyi, J. (1996). Teachers take charge of their learning: Transforming professional development for student success. New York: National Foundation for the Improvement of Education.
Rolheiser, C., & Ross, J. A. (2000). Student self-evaluation—What do we know? Orbit, 30(4), 33–36.
Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement (pp. 34-50). Newwark, DE: International Reading Association.
Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational leadership, 63(3).
Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22-27.
Stiggins, R.J. (1997). Student-centered classroom assessment, 2nd edition. Upper Saddle River, NJ: Prentice-Hall.
Stiggins, R. J. (1994). Student-centered classroom assessment. New York: Macmillan Publishing Company.
Taylor, B. (1995). Self-directed learning: Revisiting an idea most appropriate for middle school students. Paper presented at the Combined Meeting of the Great Lakes and Southeast International Reading Association, Nashville, TN, Nov 11-15. [ED395287]
Tomlinson, C. A. 2000). Differentiation of instruction in the elementary grades. Champaign, IL Clearinghouse on Elementary and Early Childhood Education.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.
Wiggins, G. (1990). The case for authentic assessment. Washington, DC: American Institute for Research.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of R\research in education (pp. 173-209). Washington, D.C.: American Educational Research Association.
< Return to Overview and Benefits
|