References Ayala, C. C., Shavelson, R. J., Ruiz-Primo, M. A., Brandon, P. R., Yin, Y., Furtak, E. M., & Young, D. B. (2008). From formal embedded assessments to reflective lessons: The development of formative assessment studies. Applied Measurement in Education, 315-334. 21, doi: 10.1080/08957340802347787 Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 7-75. 10.1080/0969595980050102 doi: 5(1), Black, P., & Wiliam, D. (2003). In praise of educational research: Formative assessment. British Educational Research Journal, 623-637. 29(5), doi: 10.1080/0141192032000133721 J. (2001). Assessment: The gap between practice and theory. Medical Education, 312. 10.1046/j.1365-2923.2001.00933.x 35, doi: I. (2008). Assessment is for learning: Formative assessment and positive learning interactions. Florida Journal of Educational Administration & Policy, 1-16. 2(1), Connor-Greene, P. A. (2000). Assessing and promoting student learning: Blurring the line between teaching and learning. Teaching of Psychology, 27(2), doi: 10.1207/S15328023TOP2702_01
References Ayala, C. C., Shavelson, R. J., Ruiz-Primo, M. A., Brandon, P. R., Yin, Y., Furtak, E. M., & Young, D. B. (2008). From formal embedded assessments to reflective lessons: The development of formative assessment studies. Applied Measurement in Education, 21, 315-334. doi: 10.1080/08957340802347787 Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-75. doi: 10.1080/0969595980050102 Black, P., & Wiliam, D. (2003). In praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623-637. doi: 10.1080/0141192032000133721 J. (2001). Assessment: The gap between practice and theory. Medical Education, 35, 312. doi: 10.1046/j.1365-2923.2001.00933.x I. (2008). Assessment is for learning: Formative assessment and positive learning interactions. Florida Journal of Educational Administration & Policy, 2(1), 1-16. Connor-Greene, P. A. (2000). Assessing and promoting student learning: Blurring the line between teaching and learning. Teaching of Psychology, 27(2), doi: 10.1207/S15328023TOP2702_01
Colleen%20Hodenfield%20CapstoneProject.docx