Fact sheet 15: References (archived)

Mathematics

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling best evidence synthesis. Ministry of Education: Wellington.

Askew, M., Brown, M., Rhodes, V., William, D. & Johnson, D. (1997). Effective Teachers of Numeracy. King’s College, University of London: London.

Bishop, R., Berryman, M., Richardson, C., & Tiakiwai, S. (2003). Kotahitanga: The experiences of year 9 and 10 Māori students in mainstream classes. Wellington: Ministry of Education.

Bobis, J. (1996). Visualisation and the development of number sense with kindergarten children. In J. Mulligan & M. Mitchelmore (Eds.) Children’s number learning, a research monograph of MERGA/AAMT. Adelaide: AAMT.

Behr,M.,Harel,G.,Post,T., & Lesh,R. (1994). Units of Quantity: A conceptual basis common to additive and multiplicative structures. In: Harel, G., & Confrey, J. (Eds) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY:State University of New York Press.

Brophy, J.,& Good, T. (1986). Teacher behaviour and student achievement. In M.C. Wittrock (Ed.), handbook of research on teaching, 3rd ed. (pp. 328-375). New York: MacMillan.

Clarke, D., & Hoon, S.L. (2005) Studying the Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai. In Chick, H. & Vincent, J. (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education July 10-15, 2005, PME: Melbourne

Cobb, P., McClain, K, & Whitenack, J. (1995) Supporting Young Children’s Development of Mathematical Power, In Richards, A (Ed.), FLAIR: Forging Links and Integrating Resources, Proceedings of the 15th Biennial Conference of the Australian Association of Mathematics Teachers, Darwin., AAMT: Adelaide, Australia.

Cobb, P. (2009) Designing Schools and Districts as Learning Organisations for Instructional Improvement in Mathematics. Key note address the National Numeracy Conference. February 2009. www.nzmaths.co.nz

Ellerton, N., & Clements, M. (2005). A Mathematics Education Ghost Story: Herbartianism and School Mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, A. Roche, (Eds.). Building connections: theory, research and practice (Proceedings of the annual conference of the Mathematics Education Group of Australasia, Melbourne, pp.313-321.) Sydney: Mathematics Education Research Group of Australasia.

Fuson, K.C., Wearne, D., Hiebert, J., Murray, H., Human, P., Oliver, A., Carpenter, T., Fennema, E. (1997). Children’s conceptual structures for multidigit numbers and methods of multi-digit addition and subtraction. Journal for Research in Mathematics Education, 28(2), 130-162.

Hart, K. (1989). A lecture on bridging. First New Zealand Association of Mathematics Teachers (NZAMT) Conference. Waikato University.

Hattie, J (2002). What are the attributes of excellent teachers? In: New Zealand Council for Educational Research Annual Conference. NZCER:Wellington

Hughes, P. (2002). A model for teaching numeracy strategies. In B. Barton B., K. C. Irwin, M. Pfannkuch, & M. O. J. Thomas, (Eds.). Mathematics Education in the South Pacific (Proceedings of the 25th annual conference of the Mathematics Education Group of Australasia, Auckland, 350-357.) Sydney: Mathematics Education Research Group of Australasia.

Irwin, K. C, & Britt, M. S. (2005). The algebraic nature of students’ numerical manipulation in the New Zealand Numeracy Project. Educational Studies in Mathematics, 58, 169-188.

Jones, G., Thornton, C., Putt, I., Hill, K., Mogill, A., Rich, B., & Van Zoest, L. (1996). Multi-digit number sense: A framework for instruction and assessment. Journal for Research in Mathematics Education, 27 (3), 310-336.

Lamon, S. (1994). Ratio and proportion: Cognitive foundations in unitising and norming. In: Harel, G., & Confrey, J. (Eds.) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY:State University of New York Press.

Ministry of Education 2005 (d). Book 5 teaching addition, subtraction, and place value. Wellington: Ministry of Education.

Mulligan, J. (1999). “Seeing is Learning”: Promoting Mathematical Thinking Through Awareness of Pattern and Structure. Key note address the National Numeracy Conference. February 2009. www.nzmaths.co.nz

New South Wales Department of Education and Training (1999). Count me in too professional development package. Ryde: NSW Department of Education and Training.

Pirie, S., & Kieren, T. (1989). A recursive theory of mathematical understanding. For the Learning of Mathematics, 9(3).

Pirie, S., & Kieren, T. (1994). Beyond metaphor: Formalising in mathematical understanding within constructivist environments. For the Learning of Mathematics, 14(1).

Pirie, S., & Martin, L. (2000). The role of collecting in the growth of mathematical understanding. Mathematics Education Research Journal, 12(2), 127-146.

Pitkethly, A. & Hunting, R. (1996) A review of recent research in the area of initial fraction concepts. Educational Studies in Mathematics 30: 5-38. Belgium: Kluwer Academic.

Ross, S. (1989). Parts, wholes and place value: a developmental view. Arithmetic Teacher, 36(60), 41-51. Slavin, R.E. (1996). Research on co-operative learning and achievement: What we know and what we need to know. Contemporary Educational Psychology, 21, 43-69.

Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.

Steffe, L. (1994). Children’s Multiplying Schemes. In: Harel, G., & Confrey, J. (Eds.) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY: State University of New York Press.

Steffe, L., von Glasersfeld, E., Richards, J. & Cobb, P. (1983). Children’s counting types: philosophy theory and application. New York: Paeder.

Steffe, L., & Cobb, P. with von Glasersfeld, E. (1988). Construction of arithmetical meanings and strategies. New York: Springer-Verlag.

Steffe, L., Kieren, T. (1994). Radical Constructivism and Mathematics Education. Journal for research in mathematics education, 25(6), 711 - 733.

Steffe, L. (1994). Children’s Multiplying Schemes. In: Harel, G., & Confrey, J. (Eds.) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY: State University of New York Press.

Stigler, J., & Hiebert, J. (1997). Understanding and Improving Classroom Mathematics Instruction: An Overview of the TIMSS Video Study, In Raising Australian Standards in Mathematics and Science: Insights from TIMSS, ACER:Melbourne.

Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design. Learning and Instruction, 4: 295-312.

von Glasersfeld, E. (1992). Aspects of radical constructivism and its educational recommendations. Paper presented at the ICME-7, Draft to Working Group #4, Montreal. Retrieved June 19, 2015 from www.vonglasersfeld.com/191

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Wright, R. (1991a). An application of the epistemology of radical constructivism to the study of learning. The Australian Educational Researcher, 18(1), 75-95.

Wright, R. (1991b). The role of counting in children's numerical development. The Australian Journal of Early Childhood, 16(2), 43-48

Wright, R. (1991c). What number knowledge is possessed by children entering the kindergarten year of school? The Mathematics Education Research Journal, 3(1), 1-16.

Wright, R. J. (1998). An overview of a research-based framework for assessing and teaching early number. In C. Kanes, M. Goos & E. Warren (Eds.), Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, 701-708. Brisbane: Griffith University.

Wright, R. J. (1998). Children’s beginning knowledge of numerals and its relationship to their knowledge of number words: An exploratory, observational study. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, 201-208. Stellenbosh, South Africa: University of Stellenbosh.

Wright, R. (1991a). An application of the epistemology of radical constructivism to the study of learning. The Australian Educational Researcher, 18(1), 75-95.

Wright, R. (1991b). The role of counting in children's numerical development. The Australian Journal of Early Childhood, 16(2), 43-48

Wright, R. (1991c). What number knowledge is possessed by children entering the kindergarten year of school? The Mathematics Education Research Journal, 3(1), 1-16.

 [Wright, R. J. (1998). An overview of a research-based framework for assessing and teaching early number. In C. Kanes, M. Goos & E. Warren (Eds.), Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, 701-708. Brisbane: Griffith University.

Wright, R. J. (1998). Children’s beginning knowledge of numerals and its relationship to their knowledge of number words: An exploratory, observational study. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, 201-208. Stellenbosh, South Africa: University of Stellenbosh.

Young-Loveridge, J. & Wright, V. (2002) Data from the Numeracy development project and the New Zealand Number Framework. Paper presented at the 2nd Biennial Conference of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ), 28-31 August, 2002.

Young-Loveridge, J. (2004). Patterns of performance and progress on the Numeracy Projects: further analysis of the Numeracy Project data. Hamilton: University of Waikato.

Literacy

Andrich, D., (2005). A report to the Curriculum Council of Western Australia Regarding Assessment in the Tertiary Sector. Murdoch University

Clay, M., (2002). An Observation Survey of Early Literacy Achievement Second Edition. Auckland: Heinemann Education

Croft, C., with Mapa, L., (1998) Spell-write – Revised Edition. Wellington. NZCER

Darr, C., McDowell, S., Ferrai, H., Twist, J., Watson V., Progressive Achievement Test: Reading 2nd Edition Teacher Manual. Wellington. New Zealand

Darr, C., (2008). Jumping to Conclusions: Making too much of one response. Set: Research Information for teachers, No 3,

Darr, C., Baker, R., Boyd, S., (2008). NZCER background paper on national standards in literacy and numeracy. Personal Communication presented to the Foundation Learning team on 18 November 2008.

Hattie, J.A., & Brown, G.T.L. (2003, August). Standard setting for asTTle reading: A comparison of methods. asTTle Technical Report #21. University of Auckland/Ministry of Education

Ministry of Education (2003). Effective Literacy Practice in Years 1-4. Wellington. Learning Media Limited.

Ministry of Education and the University of Auckland (2003). Assessment Tools for Teaching and Learning: He Punaha Aromatawai mo te Whakaako me te Ako. Version 4. Wellington Ministry of Education (CD-ROM)

Ministry of Education (2003). The New Zealand Curriculum Exemplars. Wellington. Learning Media Limited.

Ministry of Education (2004). Effective Literacy Strategies in Years 9-13. Wellington. Learning Media Limited.

Ministry of Education (2006). Effective Literacy Practice in Years 5-8. Wellington. Learning Media Limited.

Ministry of Education (2007). The New Zealand Curriculum for English medium teaching and learning in years 1-13. Wellington. Learning Media Limited.

Ministry of Education (2008). English Language Learning Progressions. Wellington. Learning Media Limited.

Ministry of Education (2008). Tracking Literacy Achievement (Version 13.05.09) unpublished policy paper.

Organisation for Economic Co-operation and Development (2003). The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Available through www.pisa.oecd.org.

Paris, S. G., (2005). Reinterpreting the Development of Reading Skills. Reading Research Quarterly, vol 40 no.2, pp184 – 202.

Sadler, D. R., (1987). "Specifying and Promulgating Achievement Standards." Oxford Review of Education 13(2): 191-209.

Snow, C.E., Griffith, P., Burns, M. S., eds (2005) Knowledge to Support the Teaching of Reading: Preparing Teachers for Changing Worlds. San Francisco, CA: Jossey-Bass.

Timperley, H., Wilson, A., Barrar, H., Fung, I., Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington. Ministry of Education.

Assessment

Hattie, J, (1999) Influences on Student Learning, Auckland University.

Dixon, H, Williams, R, (2003) Teachers' Understanding and Use of Formative Assessment in Literacy Learning.

Absolum, M., Flockton, L., Hattie, J., Hipkins R., Reid, I., (2009) Directions for Assessment in New Zealand (DANZ), Ministry of Education.

Absolum, M. (2006). Clarity in the Classroom: Using Formative Assessment. Auckland: Hodder Education.

Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009). Directions for Assessment in New Zealand.

Andrews, J. (2004). Asking genuine questions about formative assessment. Language Testing, 21(3), 432-435.

Approaches to assessment that enhance learning. (2009). Assessment & Evaluation in Higher Education, 34(2), 253-253.

Ayala, C. C., Shavelson, R. J., Araceli Ruiz-Primo, M., Brandon, P. R., Yue, Y., Furtak, E. M., et al. (2008). From Formal Embedded Assessments to Reflective Lessons: The Development of Formative Assessment Studies. Applied Measurement in Education, 21(4), 315-334.

Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education, 5(1), 103.

Black, P. (2005a). Formative assessment: views through different lenses. Curriculum Journal, pp. 133-135.

Black, P. (2005b). Formative assessment: views through different lenses. Curriculum Journal, 16(2), 133 - 135.

Black, P., Harrison, C., Lee, C., Bethan, M., & Dylan, W. (2003). Assessment for Learning: Putting it into Practice. Maidenhead, Berks, UK: Open University Press.

Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners. Language Learning Journal, 34(1), 4-9.

Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7.

Black, P., & Wiliam, D. (1998b). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-149.

Black, P., & Wiliam, D. (2005a). Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices. Curriculum Journal, 16(2), 249-261.

Black, P., & Wiliam, D. (2005b). Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices. Curriculum Journal, 16(2), 249 - 261.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5-31.

Blanchard, J. (2008). Learning awareness: constructing formative assessment in the classroom, in the school and across schools. Curriculum Journal, 19(3), 137-150.

Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3.

Boston, C. (2002). The Concept of Formative Assessment. Practical Assessment, Research & Evaluation, 8, 1-1.

Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (1999). Assessment for Learning: Beyond the Black Box. Cambridge, UK: Assessment Reform Group, University of Cambridge School of Education.

Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for Learning: 10 Principles: Assessment Reform Group, University of Cambridge School of Education.

Brookhart, S., Moss, C., & Long, B. (2008). Formative Assessment That Empowers. Educational Leadership, 66(3), 52-57.

Brown, G. T. L., & Hirschfeld, G. H. F. (2008). Students' conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.

Carr, M., McGee, C., Jones, A., McKinley, E., Bell, B., Barr, H., et al. (2000). Strategic Research Initiative: The effects of Curricula and Assessment on Pedagogical Approaches and on Educational Outcomes. Wellington, New Zealand: Ministry of Education.

Chappuis, J. (2005). Helping Students Understand Assessment. Educational Leadership, 63(3), 39-43.

Chappuis, S. (2005). Is Formative Assessment Losing Its Meaning? Education Week, 24(44), 38-38.

Chappuis, S., & Chappuis, J. (2007). The Best Value in Formative Assessment. Educational Leadership, 65(4), 14- 18.
Clark, I. (2008). Assessment is for Learning: Formative Assessment and Positive Learning Interactions. Florida Journal of Educational Administration & Policy, 2(1), 1-16.

Clarke, S., Timperley, H., Hattie, J., & Murphy, D. (2003). Unlocking Formative Assessment. New Zealand Principals' Federation Magazine, 1-1.

Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3.

Cowie, B. (2005). Pupil commentary on assessment for learning. Curriculum Journal, 16(2), 137 - 151.

Crooks, T. J. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational Research, 58(4), 438.

Crooks, T. J. (2007). Principles for Intelligent Accountability, With Illustrations from Education: University of Otago, NZ.

Crossouard, B. (2009). A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey. Research Papers in Education, 24(1), 77-93.

Daugherty, R., Developing classroom assessments. (2007). American Teacher, 92(4), 7-7.

Dwyer, C. A. (1998). Assessment and classroom learning: Theory and practice. Assessment in Education, 5(1), 131.

Dylan, W. (2000). Education: The meanings and consequences of educational assessments. Critical Quarterly, 42(1), 105-127.

Earl, L., & Katz, S. (2008). Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self- Regulation. In S. Swaffield (Ed.), Unlocking Assessment: Understanding for Reflection and Application. New York
Routledge.

Ecclestone, K. (2006). Making formative assessment work. Adults Learning, 18(4), 12-13.

Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1. Excite, empower students with formative assessment. (cover story). (2005). What Works in Teaching & Learning, 37(11), 1-10.

Fleer, M. (1999). The Science of Technology: Young Children Working Technologically. International Journal of Technology and Design Education, 9(3), 269-291.

Formative Assessment: Improving Learning in Secondary Classrooms. (2005). Future Survey (Vol. 27, pp. 21-22): World Future Society

Gorlewski, J. (2008). Research for the Classroom. English Journal, 98(2), 94-97.

Green, S., & Oates, T. (2009). Considering alternatives to national assessment arrangements in England: possibilities and opportunities. Educational Research, 51(2), 229-245.

Harlen, W. (2005). Teachers' summative practices and assessment for learning – tensions and synergies. Curriculum Journal, 16(2), 207 - 223.

Harlen, W. (2006). Perceptions and purpose of assessment in education. Education in Science(217), 20-21.

Harlen, W. (2009). Assessment for learning: research that is convincing (Part 1). Education in Science(231), 30-31.

Harlen, W., & Crick, R. D. (2003). Testing and Motivation for Learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169 - 207.

Hattie, J., & Jaeger, R. (1998). Assessment and classroom learning: A deductive approach. Assessment in Education, 5(1), 111.

Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do? Phi Delta Kappan, 89(2), 140-145.

Heritage, M. (2009). Using Self-Assessment to Chart Students' Paths. Middle School Journal, 40(5), 27-30.

Heritage, M., & Bailey, A. L. (2006). Assessing to Teach: An Introduction. Educational Assessment, 11(3/4), 145- 148.

Hodgen, J., & Marshall, B. (2005). Assessment for learning in English and mathematics: a comparison. Curriculum Journal, 16(2), 153 - 176.
Hunt, E., & Pellegrino, J. W. (2002). Issues, Examples, and Challenges in Formative Assessment. New Directions for Teaching & Learning(89), 73.

Hutchinson, C., & Hayward, L. (2005). The journey so far: assessment for learning in Scotland. Curriculum Journal, 16(2), 225 - 248.

Jones, A., & Moreland, J. (2005a). The Importance of Pedagogical Content Knowledge in Assessment for Learning Practices: A Case-study of a Whole-school Approach. The Curriculum Journal, 16(2), 193-206.

Jones, A., & Moreland, J. (2005b). The importance of pedagogical content knowledge in assessment for learning practices: a case-study of a whole-school approach. Curriculum Journal, 16(2), 193 - 206.

Kaftan, J. M., Buck, G. A., & Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-49.

Leahy, S., Lyon, C., Thompson, M., & Dylan, W. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership, 63(3), 19-24.

Linn, R. L. (2000). Assessments and Accountability. Educational Researcher, 29(2), 4-16.

Marsh, C. J. (2007). A critical analysis of the use of formative assessment in schools. Educational Research for Policy & Practice, 6(1), 25-29.

Miller, D., & Lavin, F. (2007). 'But now I feel I want to give it a try': formative assessment, self-esteem and a sense of competence. Curriculum Journal, 18(1), 3-25.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

O'Brien, M. (2008). Formative Assessment. Connect Magazine, 21(3), 1-4.

Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education, 5(1), 85.

Popham, W. J. (2008). TransFormative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Popham, W. J. (2009). A Process - Not a Test. Educational Leadership, 66(7), 85-86.

Position Paper on Assessment for Learning. (2009). Paper presented at the Third International Conference on Assessment for Learning, Dunedin, New Zealand.

Sadler, D. R. (1987). Specifying and Promulgating Achievement Standards. Oxford Review of Education, 13(2), 191- 209.

Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18(2), 119-144.

Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77.

Sadler, R. (2000). A Bird's Eye View of Assessment in Schools. Paper presented at the National Assessment Regional Seminar, Christchurch, New Zealand.

Sato, M., Coffey, J., & Moorthy, S. (2005). Two teachers making assessment for learning their own. Curriculum Journal, 16(2), 177 - 191.

Sebatane, E. M. (1998). Assessment and classroom learning: A response to Black & Wiliam. Assessment in Education, 5(1), 123.

Shavelson, R. J. (2006). On the Integration of Formative Assessment in Teaching and Learning with Implications for Teacher Education. Palo Alto, CA: Stanford Educational Assessment Laboratory and the University of Hawaii Curriculum Research and Development Group.

Sloan, W. M. (2008). How to Give Effective Feedback to Your Students, Education Update (Vol. 50, pp. 6-7): Association for Supervision & Curriculum Development.
Spavold, Z. (2005). Using formative assessment to raise pupil motivation: a small classroom-based study. School Science Review, 86(317), 119-123.

Starkman, N. (2006). Building a Better Student. T H E Journal, 33(14), 41-46.

Steinberg, C. (2008). Assessment as an "emotional practice." English Teaching: Practice & Critique, 7(3), 42-64.

Stiggins, R., & DuFour, R. (2009). Maximizing the Power of Formative Assessments. Phi Delta Kappan, 90(9), 640- 644.

Sutton, R. (1995). Assessment for Learning. Salford, UK: RS Publications.

Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192.

Torrance, H., & Pryor, J. (2001). Developing Formative Assessment in the Classroom: using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.

Use formative assessments to check students' understanding, weed out misconceptions. (2007, 2007/05//). Paper presented at the What Works in Teaching & Learning.

Webb, M., & Jones, J. (2009). Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice, 16(2), 165 - 184.

Wiliam, D. (2006). Formative Assessment: Getting the Focus Right. Educational Assessment, 11(3/4), 283-289.

Wiliam, D. (2007a). Changing Classroom Practice. Educational Leadership, 65(4), 36-42.

Wiliam, D. (2007b). Content Then Process: Teacher Learning Communities in the Service of Formative Assessment. In D. B. Reeves (Ed.), Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree.

Wiliam, D. (2008). CHAPTER 1: Improving Learning in Science With Formative Assessment. In Assessing Science Learning: Perspectives From Research & Practice (pp. 1-20): National Science Teachers Association.

Wiliam, D., & Black, P. (1996). Meanings and Consequences: A Basis for Distinguishing Formative and Summative Functions of Assessment? British Educational Research Journal, 22(5), 537-548.

Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65.

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