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Learning Progression-Based Assessments : A Systematic Review of Student and Teacher Uses

Review of educational research, 2022-12, Vol.92 (6), p.996-1040

2022

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The development of shared understandings of assessment policy: travelling between global and local contexts

Journal of education policy, 2014-07, Vol.29 (4), p.532-545

Adie, Lenore

2014

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The development of teacher assessment identity through participation in online moderation

Assessment in education : principles, policy & practice, 2013-02, Vol.20 (1), p.91-106

Adie, Lenore

2013

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Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence

1, 2022

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Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity

Asia-Pacific journal of teacher education, 2020-05, Vol.48 (3), p.267-286

2020

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What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

Assessment and evaluation in higher education, 2016-05, Vol.41 (4), p.638-653

2016

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Assessment and learning: an in-depth analysis of change in one school's assessment culture

Oxford review of education, 2021-05, Vol.47 (3), p.404-422

2021

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Using video technology to enable student voice in assessment feedback

British journal of educational technology, 2017-09, Vol.48 (5), p.1092-1105

2017

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Towards effective feedback: an investigation of teachers' and students' perceptions of oral feedback in classroom practice

Assessment in education : principles, policy & practice, 2020-05, Vol.27 (3), p.252-270

2020

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The construction of the teacher as expert assessor

Asia-Pacific journal of teacher education, 2020-08, Vol.48 (4), p.436-453

2020

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Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing

Frontiers in education (Lausanne), 2023-08, Vol.8

2023

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Using data walls to display assessment results: a review of their affective impacts on teachers and students

Teachers and teaching, theory and practice, 2020-01, Vol.26 (1), p.50-66

2020

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Quality assurance of assessment and moderation discourses involving sessional staff

Assessment and evaluation in higher education, 2016-05, Vol.41 (4), p.548-559

2016

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Contesting educational assessment policies in Australia

Journal of education policy, 2019-11, Vol.34 (6), p.836-857

2019

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Teaching Performance Assessments As a Cultural Disruptor in Initial Teacher Education: Standards, Evidence and Collaboration

1st Edition 2021, 2021

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Identifying discourses of moderation in higher education

Assessment and evaluation in higher education, 2013-12, Vol.38 (8), p.968-977

2013

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Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education

1st ed. 2018., 2018

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Learning as identity and practice through involvement in online moderation

Educational assessment, evaluation and accountability, 2012-02, Vol.24 (1), p.43-56

Adie, Lenore

2012

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Towards a theoretical framework for online professional discussions

Journal of learning design, 2014-01, Vol.7 (3), p.54-66

Adie, Lenore

2014

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The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education

Assessment in education : principles, policy & practice, 2020-01, Vol.27 (1), p.65-86

2020

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Synergy and Tension between Large-Scale and Classroom Assessment : International Trends

Educational measurement, issues and practice, 2020-12, Vol.39 (4), p.21-29

2020

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How do preservice teacher education students move from novice to expert assessors?

The Australian journal of teacher education, 2014-07, Vol.39 (7), p.89-105

2014

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Schooling elsewhere: rurality, inclusion and education

International journal of inclusive education, 2015-07, Vol.19 (7), p.677-684

2015

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The development of students' evaluative expertise: enabling conditions for integrating criteria into pedagogic practice

Journal of curriculum studies, 2021-07, Vol.53 (4), p.399-419

2021

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International Representations of Inclusive Education: How is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?

International journal of disability, development, and education, 2015-11, Vol.62 (6), p.556-570

2015

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Learning Progression-Based Assessments : A Systematic Review of Student and Teacher Uses

The development of shared understandings of assessment policy: travelling between global and local contexts

The development of teacher assessment identity through participation in online moderation

Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence

Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity

What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

Assessment and learning: an in-depth analysis of change in one school's assessment culture

Using video technology to enable student voice in assessment feedback

Towards effective feedback: an investigation of teachers' and students' perceptions of oral feedback in classroom practice

The construction of the teacher as expert assessor

Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing

Using data walls to display assessment results: a review of their affective impacts on teachers and students

Quality assurance of assessment and moderation discourses involving sessional staff

Contesting educational assessment policies in Australia

Teaching Performance Assessments As a Cultural Disruptor in Initial Teacher Education: Standards, Evidence and Collaboration

Identifying discourses of moderation in higher education

Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education

Learning as identity and practice through involvement in online moderation

Towards a theoretical framework for online professional discussions

The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education

Synergy and Tension between Large-Scale and Classroom Assessment : International Trends

How do preservice teacher education students move from novice to expert assessors?

Schooling elsewhere: rurality, inclusion and education

The development of students' evaluative expertise: enabling conditions for integrating criteria into pedagogic practice

International Representations of Inclusive Education: How is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?

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