Absolum, M. (2006). Clarity in the classroom: Using formative assessment-building learning-focused relationships. Hodder Education.
Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536–553. https://doi.org/10.1002/sce.1022
Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2010). Validity in teachers’ summative assessments. Assessment in Education: Principles, Policy & Practice, 17(2), 215–232. https://doi.org/10.1080/09695941003696016
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/10.1177/003172170408600105
Black, P. J., Harrison, C., & Lee, C. (2003). Assessment for learning: putting it into practice [Electronic resource]. Open University Press. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_askewsholts_vlebooks_9780335224296
Brenda Weal & Selena Hinchco. (n.d.). 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. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_rmit_aeipt_search_informit_org_doi_10_3316_aeipt_184556
Brookhart, Susan M. (2008). Feedback That Fits. Educational Leadership, 65(4), 54–59. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_gale_vrl_6078800011
Brookhart, Susan M. (2009). The Many Meaning of ‘Multiple Measures’. Educational Leadership, 67(3), 6–12. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ulh&AN=45003388&site=ehost-live
Carol Ann, T. (2007). Learning to Love Assessment. Educational Leadership, 65(4), 8–13. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ulh&AN=27984940&site=ehost-live
Chapman, V., & Inman, D. (2009). A Conundrum: Rubrics or Creativity/Metacognitive Development? The Education Digest, 75(2), 53–56. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_proquest_miscellaneous_218183450
Chappuis, S., & Chappuis, J. (2008). The Best Value in Formative Assessment. Educational Leadership, 65(4), 14–18. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ulh&AN=27984941&site=ehost-live
Chappuis, S., Chappuis, J., & Stiggins, R. (2009). The Quest for Quality. Educational Leadership, 67(3), 14–19. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_scopus_primary_2_s2_0_73049111314
Clarke, S. (2003). Enriching feedback in the primary classroom: oral and written feedback from teachers and children. Hodder & Stoughton.
Clarke, S. (2005). Formative assessment in action: weaving the elements together. Hodder Murray.
Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: practical strategies for enhancing students’ learning in the primary and intermediate classroom (1st N.Z. ed). Hodder Moa Beckett.
COWIE, B., & BELL, B. (1999). A Model of Formative Assessment in Science Education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026
Cowie, B., Cooper, B., & Ussher, B. (2014). Developing an identity as a teacher-assessor: Three student teacher case studies. Assessment Matters, 7. https://doi.org/10.18296/am.0128
Darr, C. (2005a). A hitchhiker’s guide to reliability. Set: Research Information for Teachers, 3, 59–60. https://doi.org/10.18296/set.0623
Darr, C. (2005b). A hitchhiker’s guide to validity. Set: Research Information for Teachers, 2, 55–56. https://doi.org/10.18296/set.0639
Darr, C. (2006). Making sense of measurement scales. Set: Research Information for Teachers, 3, 50–51. https://doi.org/10.18296/set.0581
Darr, C. (2011). Can test results help us make Overall Teacher Judgements? Set: Research Information for Teachers, 1, 61–63. https://doi.org/10.18296/set.0410
Darr, C. (2013). English-language learners and validity. Set: Research Information for Teachers, 2, 60–62. https://doi.org/10.18296/set.0359
Davies, A. (2011). Making classroom assessment work (3rd ed). Solution Tree Press.
Earl, K. (2013a). Self assessment: Questioning my classroom practice. New Zealand Journal of Teachers’ Work, 10(2), 209–219. http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=FL21925472
Earl, K. (2013b). Thinkpiece: An idea to enhance the practice of self-assessment in classrooms. Teachers and Curriculum, 13, 105–107. http://tandc.ac.nz/tandc/article/view/20/17
Earl, K., & Giles, D. (2011). An-other Look at Assessment: Assessment in Learning. New Zealand Journal of Teachers’ Work, 8(1), 11–20. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/10hutka/alma9917577888703401
Earl, K., & Ussher, B. (2012). Confidence in assessment decisions when using ICT. Computers in New Zealand Schools, 24(2), 90–107. http://www.otago.ac.nz/cdelt/otago063720.pdf
Earl, L. M. (2013). Assessment as learning: using classroom assessment to maximize student learning (Second edition). Corwin.
Effective school evaluation: how to do and use internal evaluation for improvement (November 2015 trial document) | Education Review Office. (n.d.). http://www.ero.govt.nz/publications/effective-school-evaluation/
Fraser, D., & Hill, M. (Eds). (2016). The professional practice of teaching in New Zealand (5th edition). Cengage Learning.
Goodrich, H. (1996). Understanding rubrics. Educational Leadership, 54(4), 14–17. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_gale_onefilemisc_PPMI_A19113078
Harlen, W. (2007). CRITERIA FOR EVALUATING SYSTEMS FOR STUDENT ASSESSMENT. Studies in Educational Evaluation, 33(1), 15–28. https://doi.org/10.1016/j.stueduc.2007.01.003
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heritage, M., & Heritage, J. (2013). Teacher Questioning: The Epicenter of Instruction and Assessment. Applied Measurement in Education, 26(3), 176–190. https://doi.org/10.1080/08957347.2013.793190
Hill, M. (1995). Self assessment in primary schools: A response to student teacher questions. Waikato Journal of Education, 1, 61–70. https://content.talisaspire.com/waikato/bundles/5788376b4469eef57b8b4580?userId=FXyb25f3M41q6FNXxbbBtxeCYk16pKTwb83JR1PZA6Q%3D&key=d9e71a5ea5b4f41bf1471b5cf194f57d8aa77552038628fef43d310f0b695c7f#
Hill, M. (2000). Dot, slash, cross: How assessment can drive teachers to ticking instead of teaching. Set: Research Information for Teachers, 1, 21–25. https://doi.org/10.18296/set.0779
Home - e-asTTle. (n.d.). http://e-asttle.tki.org.nz/
Internal evaluation: good practice. (n.d.). http://www.ero.govt.nz/publications/internal-evaluation-good-practice/
John O’Neill, PhD. (2014). Rationalising national assessment in New Zealand. International Education Journal: Comparative Perspectives, 12(2). http://openjournals.library.usyd.edu.au/index.php/IEJ/article/view/7458
Joyce, C. (2006). Which assessment tool? Set: Research Information for Teachers, 1. https://doi.org/10.18296/set.0586
Joyce, C., & Darr, C. (2004). Dusting off the Teacher’s Manuals. Set: Research Information for Teachers, 3, 55–56. https://doi.org/10.18296/set.0646
Kari, S. (2009). From Test Takers to Test Makers. Educational Leadership, 67(3), 26–30. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_scopus_primary_2_s2_0_73049114482
Kohn, A. (2012). The Case Against Grades. The Education Digest, 77(5), 8–16. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_jstor_primary_42982088
Mahuika, R., Berryman, M., & Bishop, R. (2011). Issues of culture and assessment in New Zealand education pertaining to Māori students. Assessment Matters, 3, 183–198. https://doi.org/10.18296/am.0093
Marino, C., Nicholl, J., Paki-Slater, M., Timperley, H., Lai, M. K., & Hampton, H. (2001). Schools’ learning journeys: Reporting to parents at Nga Iwi School. SET: Research Information for Teachers, 2, 31–34. http://ezproxy.waikato.ac.nz/login?url=http://www.nzcer.org.nz/nzcerpress/set/articles/schools-learning-journeys-reporting-parents-nga-iwi-school
McTighe, J., & O’Connor, K. (2005). Seven Practices for Effective Learning. Educational Leadership, 63(3), 10–17. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_proquest_reports_224840961
Ministry of Education Position Paper: Assessment (Schooling Sector). (2011). http://assessment.tki.org.nz/Media/Files/Ministry-of-Education-Position-Paper-Assessment-Schooling-Sector-2011
Modern New Zealand learning practice. (n.d.). http://www.ero.govt.nz/publications/modern-new-zealand-learning-practice-glossary/
Munns, G., & Woodward, H. (2006). Student engagement and student self‐assessment: the REAL framework. Assessment in Education: Principles, Policy & Practice, 13(2), 193–213. https://doi.org/10.1080/09695940600703969
New Zealand Council of Educational Research (NZCER) Assessment Resource Banks (ARBs). (n.d.). http://arbs.nzcer.org.nz/
New Zealand Qualifications Authority (NZQA). (n.d.). http://www.nzqa.govt.nz/
Nuthall, G. (2007). Myths and misunderstandings about assessment. In The hidden lives of learners (pp. 39–54). New Zealand Council for Educational Research. https://content.talisaspire.com/waikato/bundles/578838034469eef57b8b4585?userId=FXyb25f3M41q6FNXxbbBtxeCYk16pKTwb83JR1PZA6Q%3D&key=2408189e366ed003c177c52e09e26d2999fbf2a223eb6521ced40921df5a5dda#
NZ’s National Education Monitoring Project (NEMP). (n.d.). http://nemp.otago.ac.nz/
O’Donoghue, T. A., & Dimmock, C. A. J. (2002). Teacher Professional Development in the Area of ‘School-Reporting-to-Parents’. Asia-Pacific Journal of Teacher Education, 30(2), 169–180. https://doi.org/10.1080/13598660220135676
O’Neill, A.-M., & O’Neill, J. (2008). How the official curriculum shapes teaching and learning. In Facing the big questions in teaching: purpose, power and learning (pp. 3–13). Cengage Learning. https://content.talisaspire.com/waikato/bundles/578836cb4469eef57b8b4576?userId=FXyb25f3M41q6FNXxbbBtxeCYk16pKTwb83JR1PZA6Q%3D&key=0df0daf9ce725a37f2e8f0412dd84e71c0e277fdd8002f247f3e912e5963e0dc#
Online Assessment ATools for Teaching and Learning Home - He Punaha Aromatawai mo te Whakaako me te Ako (e-asTTle). (n.d.). http://e-asttle.tki.org.nz/
Ploegh, K., Tillema, H. H., & Segers, M. S. R. (2009). In search of quality criteria in peer assessment practices. Studies in Educational Evaluation, 35(2–3), 102–109. https://doi.org/10.1016/j.stueduc.2009.05.001
Pope, N., Green, S. K., Johnson, R. L., & Mitchell, M. (2009). Examining teacher ethical dilemmas in classroom assessment. Teaching and Teacher Education, 25(5), 778–782. https://doi.org/10.1016/j.tate.2008.11.013
Poskitt, J., & Mitchell, K. (2012). New Zealand teachers’ overall teacher judgements (OTJs): Equivocal or unequivocal? Assessment Matters, 4, 53–75. https://doi.org/10.18296/am.0103
Progress and Consistency Tool / Assessment tools & resources / Home - Assessment. (n.d.). http://assessment.tki.org.nz/Assessment-tools-resources/Assessment-tool-selector/Browse-assessment-tools/Cross-curricular/Progress-and-Consistency-Tool-PaCT
Rubie-Davies, C. (2006). Great expectations: Academic and social outcomes for students. Set: Research Information for Teachers, 3, 29–33. https://doi.org/10.18296/set.0568
Rush, P. (2014). Valuing assessment. SET: Research Information for Teachers, 2, 48–50. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_nlnz_indexnz_998474553602837
School Evaluation Indicators 2015. (n.d.). http://www.ero.govt.nz/publications/school-evaluation-indicators-2015-trial/
Schussler, E., & Winslow, J. (2007). Drawing on Students’ Knowledge. Science & Children, 44(5), 40–44. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_proquest_journals_236900194
Snook, I., & O’Neill, J. (2010). Social Class and Educational Achievement: Beyond Ideology. New Zealand Journal of Educational Studies, 45(2), 3–18. https://waikato.primo.exlibrisgroup.com/permalink/64WAIKATO_INST/1mpj7p3/cdi_nlnz_indexnz_996535503602837
Sutton, R. (1991). The framework of ideas. In Assessment: a framework for teachers (pp. 2–20). Routledge.
The New Zealand Assessment Academy. (2009). Towards defining, assessing and reporting against National Standards for Literacy and Numeracy in New Zealand. http://ir.canterbury.ac.nz/handle/10092/3565
The NZ Curriculum Exemplars / Assessment tools. (n.d.). http://assessment.tki.org.nz/Assessment-tools-resources/The-NZ-Curriculum-Exemplars
Thrupp, M. (2013). National Standards for student achievement: Is New Zealand’s idiosyncratic approach any better? The Australian Journal of Language and Literacy, 36(2), 99–110. https://doi.org/10.1007/BF03651915
Tindall, G. B., & Shi, D. E. (2004). America A Narrative History (6th Edition). W.W. Norton & Company.
Welcome to the PaCT | Using the Progress and Consistency Tool (PaCT). (n.d.). https://pactinfo.education.govt.nz/
Wilson, M. (2007). The view from somewhere. Educational Leadership, 65(4), 76–80. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ulh&AN=27984952&site=ehost-live
