Jessica Trixa, Kai Kaspar
Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers
Frontiers in psychology
whilst many definitions formative assessment offered clear rationale define delimit within broader theories pedagogy paper aims offer rationale within framework also unify diverse set practices described formative analysis used relate formative assessment pedagogic initiatives notably cognitive acceleration dynamic assessment existing literature models selfregulated learning classroom discourse framework indicate potentially fruitful lines enquiry whilst time opening new ways helping teachers implement formative practices effectively