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Classroom Assessment and the National Science Education Standards References Airasian, P. W. ( 1991). Classroom assessment. New York: McGraw Hill. American Educational Research Association, American Psychological Association, and National Council on Measurement and Education. ( 1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. American Federation of Teachers, National Council on Measurement in Education, and the National Education Association. ( 1990). Standards for teacher competence in educational assessment of students. Washington, DC: Author. Ames, C. ( 1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. Aschbacher, P. R. ( 1993). Issues in innovative assessment for classroom practice: Barriers and facilitators. (CSE Technical Report 359). Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing. Asp, E. ( 1998). The relationship between large-scale and classroom assessment: Compatibility or conflict? In R. Brandt (Ed.), Assessing student learning: New rules, new realities (17-46). Arlington, VA: Educational Research Service. Atkin, J. M. ( 1992). Teaching as research: An essay. Teaching and Teacher Education, 8(4), 381-390. Atkin, J. M. ( 1994). Teacher research to change policy. In S. Hollingsworth and H. Hockett (Eds.), Teacher research and educational reform (103-120), 93rd Yearbook of the National Society for the Study of Education, Part I. Chicago, IL: University of Chicago Press. Ball, D. L. ( 1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397. Bangert-Drowns, R. L., Kulik, C-L. C., Kulik, J. A., & Morgan, M. T. ( 1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213 - 238. Barber, J., Bergman, L., Goodman, J. M., Hosoume, K., Lipner, L., Sneider, C., & Tucker, L. ( 1995). Insights and outcomes: Assessments for great explorations in math and science. Berkeley: University of California, Lawrence Hall of Science. Baron, J. B. ( 1991). Strategies for the development of effective performance exercises . Applied Measurement in Education, 4(4), 305-318. Baxter, G. P., Elder, A. D., & Glaser, R. ( 1996). Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 31, 133-140. Baxter, G. P., & Glaser, R. ( 1998, Fall). Investigating the cognitive complexity of science assessments. Educational Measurements: Issues and Practices. Baxter, G. P., & Shavelson, R. J. ( 1994). Science performance assessments: Benchmarks and surrogates. International Journal of Educational Research, 21, 279
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Classroom Assessment and the National Science Education Standards 298. Bernauer, J. A., & Cress, K. ( 1997). How school communities can help redefine accountability assessment . Phi Delta Kappan, 79(1), 71-75. Black, P. J. ( 1993). Formative and summative assessment by teachers. Studies in Science Education, 21, 49-97. Black, P. J. ( 1997). Testing: Friend or foe ? Theory and practice of assessment and testing. London, England: Falmer Press. Black, P., & Atkin, M. J. ( 1996). Changing the subject: Innovations in science, mathematics and technology education. London, England: Routledge. Black, P., & Wiliam, D. ( 1998a). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. Black, P. & Wiliam, D. ( 1998b) Inside the black box: Raising standards through classroom assessment . Phi Delta Kappan, 80(2), 139-148. Bol, L., & Strange, A. ( 1996). The contradiction between teachers' instructional goals and their assessment practices in high school biology courses. Science Education, 80(2), 145-163. Bracey, G. W. ( 1998). Put to the test: An educator's and consumer's guide to standardized testing. Bloomington, IN: Phi Delta Kappa International. Brown, A. L. ( 1994). The advancement of learning. Educational Researcher, 23(8), 4-12. Burger, D. ( 1998). Designing a sustainable standards-based assessment system: What's noteworthy. Aurora, CO: Mid-continent Regional Educational Laboratory. Butler, J. ( 1995). Teachers judging standards in senior science subjects: Fifteen years of the Queensland experiment. Studies in Science Education, 26, 135-157. Butler, R. ( 1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 79(4), 474-482. Butler, R. ( 1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14. Butler, R., & Neuman, O. ( 1995). Effects of task and ego-achievement goals on help-seeking behaviours and attitudes. Journal of Educational Psychology, 87(2), 261-271. Cameron, J., & Pierce, D. P. ( 1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423. Cangelosi, J. S. ( 1990). Designing tests for evaluating student achievement. New York: Longman. Cochran-Smith, M., & Lytle, S. ( 1999). Teacher learning in communities. In A Iran-Nejad and C. D. Pearson (Eds.), Review of research in education (249-306). Washington, DC: American Educational Research Association. Coffey, J. ( 2001). Making connections: Student participation in assessment. Unpublished doctoral dissertation, Stanford University, CA. Cole, K., Coffey, J., & Goldman, S. V. ( 1999). Using assessments to improve equity in mathematics. Educational Leadership, 56(6), 56-58. Cooper, B., & Dunne, M. ( 2000). Constructing the real goal of a ‘realistic' math item: A comparison of 10-11 and 13-14 year olds. In A. Filer (Ed.), Assessment: Social practice and social product (87-109). London, England: RoutledgeFalmer. Covington, M. L. ( 1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge, UK: Cambridge University Press. Crooks, T. J. ( 1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481. Cunningham, G. K. ( 1997). Assessment in the classroom. London, England: Falmer Press. Darling-Hammond, L. ( 1994). Performance-based assessment and educational equity. Harvard Educational Review, 64(1), 5-30. Darling-Hammond, L., Ancess, J., & Falk, B. ( 1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press. Delaware Science Coalition. ( 1999). Delaware Comprehensive Assessment Program. Dover, DE: Author. Doran, R., Chan, F., & Tamir, P. ( 1998). Science educators guide to assessment.
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Classroom Assessment and the National Science Education Standards Arlington, VA: National Science Teachers Association. Duschl, R.D., & Gitomer, D.H. ( 1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4(1), 37-73. Dweck, C. S. ( 1986). Motivational processes affecting learning. Psychological Science and Education [Special Issue]. American Psychologist, 41(10), 1040-1048. Elliot, J. ( 1987). Educational theory, practical philosophy, and action research. British Journal of Educational Studies, XXXV(2), 149-169. Frederiksen, J. R., & Collins, A. ( 1989). A systems approach to educational testing. Educational Researcher, 18(9) 27-32. Frederiksen, N. ( 1984). The real test bias: Influences of testing on teaching and learning . American Psychologist, 39, 193-202. Fuchs, L. S., & Fuchs, D. ( 1986). Effects of systematic formative evalustion: A meta-analysis. Exceptional Children, 53(3), 199-208. Gallagher, J. D. ( 1998). Classroom assessment for teachers. Upper Saddle River, NJ: Merrill. Gifford, B.R., & O'Connor, M.C. (Eds.). ( 1992). Changing assessments: Alternative views of aptitude, achievement and instruction. Boston: Kluwer. Gipps, C.V. ( 1994). Beyond testing: Towards a theory of educational assessment. London, England: Falmer Press. Goldman, S.V. ( 1996). Unfinished business: How assessment work is managed in school. Paper presented at the 1996 annual American Anthropology Association meeting, Philadelphia, PA. Goodlad, J.I. ( 1984). A place called school: Promise for the future. New York: McGraw-Hill. Gronlund, N. E. ( 1998). Assessment of student achievement (6th edition). Boston: Allyn and Bacon. Hacker, D. J., Dunlosky, J., & Graesser, A.C. (Eds.). ( 1998). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum. Hambleton, R. K., Jaeger, R. M., Koretz, D., Linn, R. L., Millman, J., & Phillips, S.E. ( 1995). Review of the measurement quality of the Kentucky Instructional Results Information System, 1991-1994. Frankfort: Kentucky General Assembly. Haney, W., & Madaus, G. (1994). Effects of standardized testing and the future of the national assessment of educational progress. Chestnut Hill, MA: Center for the Study of Testing, Evaluation and Educational Policy . Hardy, R. A. ( 1995). Examining the costs of performance assessment. Applied Measurement in Education, 8(2), 121-134. Hargreaves, A. ( 1998). International handbook of educational change. Dordrecht: Kluwer. Hein, G., & Price, S. ( 1994). Active assessment for active science. Portsmouth, NH: Heinemann. Herman, J. L., Gearhart, M., & Baker, E. L. ( 1993). Assessing writing portfolios: Issues in the validity and meaning of scores. Educational Assessment, 1(3), 201-224. Kluger, A. N., & deNisi, A. ( 1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. Koretz, D., Stecher, B., Klein, S., McCaffrey, D., & Deibert, T. ( 1993). Can portfolios assess student performance and influence instruction? The 1991-92 Vermont experience. (CSE Technical Report Number 371). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing. Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. ( 1994). The Vermont portfolio assessment program: Findings and implications . Educational Measurement: Issues and Practices, 13(3), 5-16. Linn, R. ( 2000). Assessments and accountability. Educational Researcher, 29(2), 4-14. Linn, R. L., & Burton, E. ( 1994). Performance-based assessment: Implications of task specificity. Educational Measurement: Issues and Practice, 13(1), 5-8, 15. Loucks-Horsley, S., Hewson, P.W., Love, N., & Stiles, K.E. ( 1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press. Love, N. ( 1999 Spring). Hands-on! 22(1).
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