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The influence of cultural norms and practices on ELL teachers’ and students’ conceptions and enactment of feedback
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Journal article
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2024
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Teacher-driven versus student-initiated peer review: A story of differential student engagement
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Journal article
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2021
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Noticing and recognising AfL practice: Challenges and their resolution when using an observation schedule
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Journal article
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2020
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Assessment capability for New Zealand teachers and students: Challenging but possible
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Journal article
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2016
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Building teacher knowledge and skill: Getting to the heart of AfL
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Journal article
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2015
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Can written reporting against New Zealand’s National Standards fulfil the mandate of creating a robust, learning-focused, home–school partnership?
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Journal article
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2015
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Does National Standards reporting help parents to understand their children’s learning?
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Journal article
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2015
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The assessment-capable teacher: Are we all on the same page?
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Journal article
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2014
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Infusing peer assessment into classroom programmes: Descriptions of practice
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Journal article
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2011
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The problem of enactment: The influence of teachers’ self-efficacy beliefs on their uptake and implementation of feedback-related ideas and practices
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Journal article
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2011
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SCHOOL ENTRY ASSESSMENT TASKS: Why do teachers use them – or not?
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Journal article
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2003
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Formative assessment and the professional development of teachers: Are we focusing on what is important?
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Journal article
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2003
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School entry assessment: Implementation issues
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Journal article
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2000
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