Open Access
SHS Web Conf.
Volume 42, 2018
Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2017)
Article Number 00052
Number of page(s) 7
Published online 29 January 2018
  1. Black, P., & Wiliam, D. Assessment and classroom learning. Assessment in Education:Principles, Policy & Practice, 5(1), 7–74, (1998). [CrossRef] [Google Scholar]
  2. Brookhart, S. M. Teachers’ grading practices: Meaning and values. Journal of Educational Measurement, 20, 123–142, (1993). [CrossRef] [Google Scholar]
  3. Brookhart, S. M. Teachers’ grading: Practice and theory. Applied Measurement in Education, 7, 279–30, (1994). [CrossRef] [Google Scholar]
  4. Brookhart, S. M. Classroom assessment: tensions and intersections in theory and practice. Teachers College Record, 106, 429–458, (2004). [CrossRef] [Google Scholar]
  5. Brookhart, S. M., & Durkin, D. T. Classroom assessment, student motivation, and chievement in high school social studies classes. Applied Measurement in Education,16,27–54, (2003). [CrossRef] [Google Scholar]
  6. Cheng, L., Rogers, T., & Hu, H. ESL/EFL instructors’ classroom assessment practices: Purposes, methods and procedures. Language Testing, 21, 360–389, (2004). [CrossRef] [Google Scholar]
  7. Cheng, L., Rogers, T., & Wang, X. (in press). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education. [Google Scholar]
  8. Cheng, L., & Wang, X. Grading, Feedback, and Reporting in Esl/Efl Classrooms. Language Assessment Quarterly, 4(1), 85–107, (2007). [CrossRef] [Google Scholar]
  9. Cumming, A. ESL/EFL instructors’ practices for writing assessment: Specific or general purposes? Language Testing, 18, 207–224, (2001). [CrossRef] [Google Scholar]
  10. Duncan, C.R & Noonan, B. Factors Affecting Teachers’ Grading and Assessment Practices. The Alberta Journal of Educational Research Vol. 53, No. 1, Spring 2007, 1-21, (2007). [Google Scholar]
  11. Dyrness, R. & Dyrness, A. Making the grade in middle school. Kappa Delta Pi Record, 44(3), 114-118, (2008). [CrossRef] [Google Scholar]
  12. Guskey, T. Are zeroes your ultimate weapon? Education Digest: Essential Readings Condensed for Quick Review, 70 (3), 31-35, (2004). [Google Scholar]
  13. Guskey, T. “It Wasn’t Fair!” Educators’ recollections of their experiences as students with grading. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, (2006). [Google Scholar]
  14. Guskey, T. Five obstacles to grading reform. Educational Leadership, 69(3), 17-21, (2011). [Google Scholar]
  15. Kulik, J. A., & Kulik, C. C. Timing of feedback and verbal learning. Review of EducationalResearch, 58, 79–97, (1988). [Google Scholar]
  16. McMillan, J. H., & Lawson, S. R. Secondary science teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20, 20–32, (2001). [CrossRef] [Google Scholar]
  17. McMillan, J. H., Myran, S., & Workman, D. Elementary teachers’ classroom assessment and grading practices. Journal of Educational Research, 95, 203–213, (2002). [CrossRef] [Google Scholar]
  18. McMillan, J. H., & Workman, D. Classroom assessment and grading practices: A review of literature. Richmond, VA: Metropolitan Educational Research Consortium, Virginia Commonwealth University. (ERIC Document Reproduction Service No. ED453263), (1998). [Google Scholar]
  19. McMillan, J. Assessment essentials for standards-based education (2) Thousand Oaks, CA: Sage Publications, (2008). [Google Scholar]
  20. McMillan, J., & Nash, S. Teacher classroom assessment and grading practices decision making. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA, (2000). [Google Scholar]
  21. McMillan, J. H. & Schumacher, S. Research in education: A conceptual introduction. New York: Longman, (2006). [Google Scholar]
  22. Moeller, A. J., & Reschke, C. A second look at grading and classroom performance:Report of a research study. The Modern Language Journal, 77, 163–169, (1993). [CrossRef] [Google Scholar]
  23. Patton, M. Q. Qualitative research and evaluation methods (3rd Ed.). Thousand Oaks, CA: Sage, (2002). [Google Scholar]
  24. Randall, J., & Engelhard, G. Examining teacher grades using Rasch measurement theory. Journal of Educational Measurement, 46(1), 1-18, (2009). [CrossRef] [Google Scholar]
  25. Sri Widiastuti, I.A.Md. EFL Teachers’ Beliefs and Practices of Formative Assessment to Promote Active Learning. The ASIAN EFL Journal. Volume 3, (2016). [Google Scholar]
  26. Sri Widiastuti, I.A.Md. Teachers’ Understanding of Formative Assessment. Jurnal Bahasa dan Seni. Vol 45, No 1 Juni, (2017). [Google Scholar]
  27. Stiggins, R. J., Frisbie, D. A., & Griswold, P. A. Inside high school: Building a research agenda. Educational Measurement: Issues and Practice, 8, 5–14, (1989). [CrossRef] [Google Scholar]
  28. Sun, Y & Cheng, L. Teachers’ grading practices: meaning and values assigned. Assessment in Education: Principles, Policy & Practice, 21:3, 326-343, DOI: 10.1080/0969594X.2013.768207, (2014). [CrossRef] [Google Scholar]
  29. Wormeli, R. Accountability: Teaching through assessment and feedback, not grading. American Secondary Education, 34(3), 14-27, (2006). [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.