Prati
Prof. dr. Gavin T. L. Brown, FAPS
Prof. dr. Gavin T. L. Brown, FAPS
The University of Auckland; Umeå Universitet; Thammasat University
Potvrđena adresa e-pošte na aucklanduni.ac.nz - Početna stranica
Naslov
Citirano
Citirano
Godina
Teachers' conceptions of assessment: Implications for policy and professional development
GTL Brown
Assessment in Education: Principles, Policy & Practice 11 (3), 301-318, 2004
10322004
Mixing interview and questionnaire methods: Practical problems in aligning data
LR Harris, GTL Brown
Practical Assessment, Research, and Evaluation 15 (1), 1, 2010
9492010
Teacher assessment literacy in practice: A reconceptualization
Y Xu, GTL Brown
Teaching and teacher education 58, 149-162, 2016
9062016
Student self-assessment
GTL Brown, LR Harris
The SAGE handbook of research on classroom assessment, 367-393, 2013
6452013
The future of student self-assessment: A review of known unknowns and potential directions
E Panadero, GTL Brown, JW Strijbos
Educational psychology review 28, 803-830, 2016
5392016
Students’ conceptions of assessment: Links to outcomes
GTL Brown, GHF Hirschfeld
Assessment in education: principles, policy & practice 15 (1), 3-17, 2008
4312008
Conceptions of assessment: Understanding what assessment means to teachers and students
GTL Brown
https://novapublishers.com/shop/conceptions-of-assessment-understanding-what …, 2008
3792008
Opportunities and obstacles to consider when using peer-and self-assessment to improve student learning: Case studies into teachers' implementation
LR Harris, GTL Brown
Teaching and Teacher Education 36, 101-111, 2013
3722013
A cyclical self-assessment process: Towards a model of how students engage in self-assessment
Z Yan, GTL Brown
Assessment & Evaluation in Higher Education 42 (8), 1247-1262, 2017
3382017
Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment
GTL Brown, KJ Kennedy, PK Fok, JKS Chan, WM Yu
Assessment in education: principles, policy & practice 16 (3), 347-363, 2009
3352009
Teachers' conceptions of assessment: Validation of an abridged version
GTL Brown
Psychological reports 99 (1), 166-170, 2006
3242006
The future of self-assessment in classroom practice: Reframing self-assessment as a core competency
G Brown, LR Harris
Frontline Learning Research 3, 22-30, 2014
3142014
Accuracy in student self-assessment: directions and cautions for research
GTL Brown, HL Andrade, F Chen
Assessment in Education: Principles, Policy & Practice 22 (4), 444-457, 2015
3112015
Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement
GTL Brown, ER Peterson, ES Yao
British Journal of Educational Psychology 86 (4), 606-629, 2016
3092016
Teachers' conceptions of assessment
GTL Brown
The University of Auckland (New Zealand), 2003
301*2003
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes
GTL Brown, R Lake, G Matters
Teaching and Teacher Education 27 (1), 210-220, 2011
2862011
Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
GTL Brown, LR Harris, J Harnett
Teaching and Teacher Education 28 (7), 968-978, 2012
2712012
Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system
GTL Brown, K Glasswell, D Harland
Assessing writing 9 (2), 105-121, 2004
2582004
Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
GTL Brown, SKF Hui, WM Flora, KJ Kennedy
International Journal of Educational Research 50 (5-6), 307-320, 2011
2392011
The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students
LR Harris, GTL Brown
Assessment in Education: Principles, Policy & Practice 16 (3), 365-381, 2009
2342009
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