| How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment |
Journal article |
2021 |
| Teacher-driven versus student-initiated peer review: A story of differential student engagement |
Journal article |
2021 |
| Noticing and recognising AfL practice: Challenges and their resolution when using an observation schedule |
Journal article |
2020 |
| How teachers of Years 4–8 students analyse, interpret and use information from the Progressive Achievement Test: Mathematics |
Journal article |
2016 |
| Can written reporting against New Zealand’s National Standards fulfil the mandate of creating a robust, learning-focused, home–school partnership? |
Journal article |
2015 |
| How year 12 classical studies students experience, understand, and use written feedback |
Journal article |
2015 |
| Building teacher knowledge and skill: Getting to the heart of AfL |
Journal article |
2015 |
| Does National Standards reporting help parents to understand their children’s learning? |
Journal article |
2015 |
| What do Year 8 students know and understand about New Zealand society? Findings from a NEMP probe study |
Journal article |
2005 |
| SCHOOL ENTRY ASSESSMENT TASKS: Why do teachers use them – or not? |
Journal article |
2003 |