| The influence of cultural norms and practices on ELL teachers’ and students’ conceptions and enactment of feedback |
Journal article |
2024 |
| 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 |
| Assessment capability for New Zealand teachers and students: Challenging but possible |
Journal article |
2016 |
| Building teacher knowledge and skill: Getting to the heart of AfL |
Journal article |
2015 |
| Can written reporting against New Zealand’s National Standards fulfil the mandate of creating a robust, learning-focused, home–school partnership? |
Journal article |
2015 |
| Does National Standards reporting help parents to understand their children’s learning? |
Journal article |
2015 |
| The assessment-capable teacher: Are we all on the same page? |
Journal article |
2014 |
| The problem of enactment: The influence of teachers’ self-efficacy beliefs on their uptake and implementation of feedback-related ideas and practices |
Journal article |
2011 |
| Infusing peer assessment into classroom programmes: Descriptions of practice |
Journal article |
2011 |
| SCHOOL ENTRY ASSESSMENT TASKS: Why do teachers use them – or not? |
Journal article |
2003 |
| Formative assessment and the professional development of teachers: Are we focusing on what is important? |
Journal article |
2003 |
| School entry assessment: Implementation issues |
Journal article |
2000 |