(1)
The Professional Practice of Teaching in New Zealand, 5th edition.; Fraser, D., Hill, M., Eds.; Cengage Learning: South Melbourne, Vic, 2016.
(2)
Absolum, M. Clarity in the Classroom: Using Formative Assessment-Building Learning-Focused Relationships; Hodder Education: Auckland, New Zealand, 2006.
(3)
Clarke, S.; Timperley, H.; Hattie, J. Unlocking Formative Assessment: Practical Strategies for Enhancing Students’ Learning in the Primary and Intermediate Classroom, 1st N.Z. ed.; Hodder Moa Beckett: Auckland, N.Z., 2003.
(4)
Davies, A. Making Classroom Assessment Work, 3rd ed.; Solution Tree Press: Bloomington, IN, 2011.
(5)
Ministry of Education Position Paper: Assessment (Schooling Sector), 2011.
(6)
Black, P. J.; Harrison, C.; Lee, C. Assessment for Learning: Putting It into Practice; Open University Press: Maidenhead, 2003.
(7)
Earl, L. M. Assessment as Learning: Using Classroom Assessment to Maximize Student Learning, Second edition.; Corwin: Thousand Oaks, California, 2013.
(8)
Clarke, S. Formative Assessment in Action: Weaving the Elements Together; Hodder Murray: London, 2005.
(9)
Clarke, S. Enriching Feedback in the Primary Classroom: Oral and Written Feedback from Teachers and Children; Hodder & Stoughton: London, 2003.
(10)
Chappuis, S.; Chappuis, J.; Stiggins, R. The Quest for Quality. Educational Leadership 2009, 67 (3), 14–19.
(11)
Black, P.; Harrison, C.; Hodgen, J.; Marshall, B.; Serret, N. Validity in Teachers’ Summative Assessments. Assessment in Education: Principles, Policy & Practice 2010, 17 (2), 215–232. https://doi.org/10.1080/09695941003696016.
(12)
Darr, C. A Hitchhiker’s Guide to Reliability. Set: Research Information for Teachers 2005, No. 3, 59–60.
(13)
Darr, C. A Hitchhiker’s Guide to Validity. SET: Research Information for Teachers 2005, No. 2, 55–56.
(14)
Darr, C. English-Language Learners and Validity. SET: Research Information for Teachers 2013, No. 2, 60–62.
(15)
Ploegh, K.; Tillema, H. H.; Segers, M. S. R. In Search of Quality Criteria in Peer Assessment Practices. Studies in Educational Evaluation 2009, 35 (2–3), 102–109. https://doi.org/10.1016/j.stueduc.2009.05.001.
(16)
Brookhart, Susan M. The Many Meaning of ‘Multiple Measures’. Educational Leadership 2009, 67 (3), 6–12.
(17)
Earl, K.; Ussher, B. Confidence in Assessment Decisions When Using ICT. Computers in New Zealand Schools 2012, 24 (2), 90–107.
(18)
Wilson, M. The View from Somewhere. Educational Leadership 2007, 65 (4), 76–80.
(19)
Darr, C. Making Sense of Measurement Scales. SET: Research Information for Teachers 2006, No. 3, 50–51.
(20)
Joyce, C. Which Assessment Tool? SET: Research Information for Teachers 2006, No. 1.
(21)
Schussler, E.; Winslow, J. Drawing on Students’ Knowledge. Science & Children 2007, 44 (5), 40–44.
(22)
Martin, T. National Standards for Student Achievement: Is New Zealand’s Idiosyncratic Approach Any Better? Australian Journal of Language & Literacy 2013, 36 (2), 99–110.
(23)
John O’Neill, PhD. Rationalising National Assessment in New Zealand. International Education Journal: Comparative Perspectives 2014, 12 (2).
(24)
Harlen, W. Criteria for Evaluating System for Student Assessment. Studies in Educational Evaluation 2007, 33 (1), 15–28. https://doi.org/10.1016/j.stueduc.2007.01.003.
(25)
Hattie, J.; Timperley, H. The Power of Feedback. Review of Educational Research 2007, 77 (1), 81–112. https://doi.org/10.3102/003465430298487.
(26)
Brookhart, Susan M. Feedback That Fits. Educational Leadership 2008, 65 (4), 54–59.
(27)
The New Zealand Assessment Academy. Towards Defining, Assessing and Reporting against National Standards for Literacy and Numeracy in New Zealand. 2009.
(28)
Kohn, A. The Case Against Grades. The Education Digest 2012, 77 (5), 8–16.
(29)
Hill, M. Dot, Slash, Cross: How Assessment Can Drive Teachers to Ticking Instead of Teaching. SET: Research Information for Teachers 2000, No. 1, 21–25.
(30)
Pope, N.; Green, S. K.; Johnson, R. L.; Mitchell, M. Examining Teacher Ethical Dilemmas in Classroom Assessment. Teaching and Teacher Education 2009, 25 (5), 778–782. https://doi.org/10.1016/j.tate.2008.11.013.
(31)
O’Neill, A.-M.; O’Neill, J. How the Official Curriculum Shapes Teaching and Learning. In Facing the big questions in teaching: purpose, power and learning; Cengage Learning: North Shore, N.Z., 2008; pp 3–13.
(32)
Poskitt, J.; Mitchell, K. New Zealand Teachers’ Overall Teacher Judgements (OTJs): Equivocal or Unequivocal? Assessment Matters 2012, No. 4, 53–75.
(33)
Nuthall, G. Myths and Misunderstandings about Assessment. In The hidden lives of learners; New Zealand Council for Educational Research: Wellington, N.Z., 2007; pp 39–54.
(34)
Charles Darr. Can Test Results Help Us Make Overall Teacher Judgements?
(35)
Brenda Weal & Selena Hinchco. National Standards : Not One Test, Not One Day, Not One Classroom : Using Evidence from Student Work in Technology to Inform Overall Teacher Judgements for National Standards.
(36)
NZ’s National Education Monitoring Project (NEMP). http://nemp.otago.ac.nz/.
(37)
Welcome to the PaCT | Using the Progress and Consistency Tool (PaCT). https://pactinfo.education.govt.nz/.
(38)
New Zealand Council of Educational Research (NZCER) Assessment Resource Banks (ARBs). http://arbs.nzcer.org.nz/.
(39)
Home - e-asTTle. http://e-asttle.tki.org.nz/.
(40)
The NZ Curriculum Exemplars / Assessment tools. http://assessment.tki.org.nz/Assessment-tools-resources/The-NZ-Curriculum-Exemplars.
(41)
New Zealand Qualifications Authority (NZQA). http://www.nzqa.govt.nz/.
(42)
Online Assessment ATools for Teaching and Learning Home - He Punaha Aromatawai mo te Whakaako me te Ako (e-asTTle). http://e-asttle.tki.org.nz/.
(43)
Progress and Consistency Tool / Assessment tools & resources / Home - Assessment. http://assessment.tki.org.nz/Assessment-tools-resources/Assessment-tool-selector/Browse-assessment-tools/Cross-curricular/Progress-and-Consistency-Tool-PaCT.
(44)
School Evaluation Indicators 2015. http://www.ero.govt.nz/publications/school-evaluation-indicators-2015-trial/.
(45)
Effective school evaluation: how to do and use internal evaluation for improvement (November 2015 trial document) | Education Review Office. http://www.ero.govt.nz/publications/effective-school-evaluation/.
(46)
Modern New Zealand learning practice. http://www.ero.govt.nz/publications/modern-new-zealand-learning-practice-glossary/.
(47)
Internal evaluation: good practice. http://www.ero.govt.nz/publications/internal-evaluation-good-practice/.
(48)
Chappuis, S.; Chappuis, J. The Best Value in Formative Assessment. Educational Leadership 2008, 65 (4), 14–18.
(49)
Earl, K.; Giles, D. An-Other Look at Assessment: Assessment in Learning. New Zealand Journal of Teachers’ Work 2011, 8 (1), 11–20.
(50)
Bell, B.; Cowie, B. The Characteristics of Formative Assessment in Science Education. Science Education 2001, 85 (5). https://doi.org/10.1002/sce.1022.
(51)
Heritage, M.; Heritage, J. Teacher Questioning: The Epicenter of Instruction and Assessment. Applied Measurement in Education 2013, 26 (3), 176–190. https://doi.org/10.1080/08957347.2013.793190.
(52)
Bell, B.; Cowie, B. A Model of Formative Assessment. In Formative assessment and science education; Kluwer Academic Publishers: Dordrecht, 2001; Vol. Science&technology education library, pp 80–94.
(53)
Marino, C.; Nicholl, J.; Paki-Slater, M.; Timperley, H.; Lai, M. K.; Hampton, H. Schools’ Learning Journeys: Reporting to Parents at Nga Iwi School. SET: Research Information for Teachers 2001, No. 2, 31–34.
(54)
McTighe, J.; O’Connor, K. Seven Practices for Effective Learning. Educational Leadership 2005, 63 (3), 10–17.
(55)
Goodrich, H. Understanding Rubrics. Educational Leadership 1996, 54 (4), 14–17.
(56)
O’Donoghue, T. A.; Dimmock, C. A. J. Teacher Professional Development in the Area of ‘School-Reporting-to-Parents’. Asia-Pacific Journal of Teacher Education 2002, 30 (2), 169–180. https://doi.org/10.1080/13598660220135676.
(57)
Hill, M. Self Assessment in Primary Schools: A Response to Student Teacher Questions. Waikato Journal of Education 1995, 1, 61–70.
(58)
Munns, G.; Woodward, H. Student Engagement and Student Self‐assessment: The REAL Framework. Assessment in Education: Principles, Policy & Practice 2006, 13 (2), 193–213. https://doi.org/10.1080/09695940600703969.
(59)
Earl, K. Thinkpiece: An Idea to Enhance the Practice of Self-Assessment in Classrooms. Teachers and Curriculum 2013, 13, 105–107.
(60)
Earl, K. Self Assessment: Questioning My Classroom Practice. New Zealand Journal of Teachers’ Work 2013, 10 (2), 209–219.
(61)
Sutton, R. The Framework of Ideas. In Assessment: a framework for teachers; Routledge: London, 1991; pp 2–20.
(62)
Paul Black, Christine Harrison, Clare Lee, Bethan Marshall and Dylan Wiliam. Working Inside the Black Box: Assessment for Learning in the Classroom. The Phi Delta Kappan 2004, 86 (1), 8–21.
(63)
Ussher, B.; Cowie, B.; Cooper, B. Developing an Identity as a Teacher-Assessor: Three Student Teacher Case Studies. Assessment Matters No. 7, 64–89.
(64)
Chapman, V.; Inman, D. A Conundrum: Rubrics or Creativity/Metacognitive Development? The Education Digest 2009, 75 (2), 53–56.
(65)
Joyce, C.; Darr, C. Dusting off the Teacher’s Manuals. SET: Research Information for Teachers 2004, No. 3, 55–56.
(66)
Rubie-Davies, C. Great Expectations: Academic and Social Outcomes for Students. SET: Research Information for Teachers 2006, No. 3, 29–33.
(67)
Rush, P. Valuing Assessment. SET: Research Information for Teachers 2014, No. 2, 48–50.
(68)
Mahuika, R.; Berryman, M.; Bishop, R. Issues of Culture and Assessment in New Zealand Education Pertaining to Māori Students. Assessment Matters 2011, No. 3, 183–198.
(69)
Kari, S. From Test Takers to Test Makers. Educational Leadership 2009, 67 (3), 26–30.
(70)
Snook, I.; O’Neill, J. Social Class and Educational Achievement: Beyond Ideology. New Zealand Journal of Educational Studies 2010, 45 (2), 3–18.
(71)
Carol Ann, T. Learning to Love Assessment. Educational Leadership 2007, 65 (4), 8–13.
(72)
Tindall, G. B.; Shi, D. E. America A Narrative History, 6th Edition.; W.W. Norton & Company: New York, 2004.