Unstructured Zitierung

Baird, J., Hopfenbeck, T., Newton, P., Stobart, G., Steen-Utheim, A. (2014), State of the Field Review: Assessment and Learning. Report for the Norwegian Knowledge Centre for Education, Case Number 13/4697, -- available at http://forskning-sradet.no.

Unstructured Zitierung

Bandura, A. (1977), “Self-Efficacy: Toward a Unifying Theory of Behavioral

https://doi.org/10.1037//0033-295X.84.2.191

Unstructured Zitierung

Change”, Psychological Review, 84 (2), pp. 191-215.

Unstructured Zitierung

Bennett, R. (2011), “Formative Assessment: A Critical Review”, Assessment in Education: Principles, Policy & Practice, 18, pp. 5-25.

https://doi.org/10.1080/0969594X.2010.513678

Unstructured Zitierung

Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T., Palmberg,

Unstructured Zitierung

B. (2014), “Developing Mathematical Competence: From the Intended to the

Unstructured Zitierung

Enacted Curriculu ”, Journal of Mathematical Behavior, 33, pp. 72-87.

Unstructured Zitierung

Dindyal, J., Schack, E.O., Choy, B.H., Sherin, M.G. (2021), “Exploring the Terrains of

Unstructured Zitierung

Mathematics Teacher Noticing”, ZDM-Mathematics Education, 53 (1), pp. 1-16.

Unstructured Zitierung

Double, K.S., McGrane, J.A., Hopfenbeck, T.N. (2020), “The Impact of Peer Assessment on Academic Performance: A Meta-Analysis of Control Group Studies”, Educational Psychology Review, 32, pp. 481-509.

https://doi.org/10.1007/s10648-019-09510-3

Unstructured Zitierung

Ellis, A., Özgür, Z., Reiten, L. (2018), “Teacher Moves for Supporting Student Reasoning”, Mathematics Education Research Journal, 31 (2), pp. 107-132.

https://doi.org/10.1007/s13394-018-0246-6

Unstructured Zitierung

Gu, P.Y. (2021), “An Argument-Based Framework for Validating Formative Assessment in the Classroom”, Frontiers in Education, 6, 605999.

https://doi.org/10.3389/feduc.2021.605999

Unstructured Zitierung

Hiebert, J., Gallimore, R., Granier, H., Bogard Givvin, K., Hollingsworth, H., Jacobs, J., Miu-Ying Chui, A., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., Stigler, J. (2003), Teaching Mathematics in Seven Countries: Results from the Timss 1999 Video Study. Washington, DC: DIaNe Publishing.

https://doi.org/10.1037/e610352011-003

Unstructured Zitierung

Hofverberg, A., Winberg, M., Palmberg, B., Andersson, C., Palm, T. (2022), “Relationships between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics”, Frontiers in Psychology, 13, 829958. Jonsson, B., Norqvist, M., Liljekvist, Y., Lithner, J. (2014), “Learning Mathematics through Algorithmic and Creative Reasoning”, The Journal of Mathematical Behavior, 36 (36), pp. 20-32.

https://doi.org/10.3389/fpsyg.2022.829958

Unstructured Zitierung

Leighton, J. P. (2019), “Students’ Interpretation of Formative Assessment Feedback: Three Claims for Why We Know So Little About Something So Important”, Journal of Educational Measurement, 56 (4), pp. 793-814.

https://doi.org/10.1111/jedm.12237

Unstructured Zitierung

Lithner, J. (2008), “A Research Framework for Creative and Imitative Reasoning”, Educational Studies in Mathematics, 67 (3), pp. 255-276.

https://doi.org/10.1007/s10649-007-9104-2

Unstructured Zitierung

Lui, A.M., Andrade, H.L. (2022), “The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing”, Frontiers in Education, 7, 751548.

https://doi.org/10.3389/feduc.2022.751548

Unstructured Zitierung

Mouratidis, A., Lens, W., Vansteenkiste, M. (2010), “How You Provide Corrective Feedback Makes a Difference: The Motivating Role of Communicating in an Autonomy-Supporting Way”, Journal of Sport and Exercise Psychology, 32 (5), pp. 619-637.

https://doi.org/10.1123/jsep.32.5.619

Unstructured Zitierung

Palm, T., Andersson, C., Boström, E., Vingsle, C. (2017), “A Review of the Impact of Formative Assessment on Student Achievement in Mathematics”, Nordic Studies in Mathematics Education, 22 (3), pp. 25-50.

Unstructured Zitierung

Sanchez, C.E., Atkinson, K.M., Koenka, A.C., Moshontz, H., Cooper, H. (2017), “Self-Grading and Peer-Grading for Formative and Summative Assessments in 3rd through 12th Grade Classrooms: A Meta-Analysis”, Journal of Educational Psychology, 109 (8), pp. 1049-1066.

https://doi.org/10.1037/edu0000190

Unstructured Zitierung

Shaughnessy, M., DeFino, R., Pfaff, E., Blunk, M. (2020), “I Think I Made a Mistake: How Do Prospective Teachers Elicit the Thinking of a Student Who Has Made a Mistake?”, Journal of Mathematics Teacher Education, 24 (4), pp. 335-359.

https://doi.org/10.1007/s10857-020-09461-5

Unstructured Zitierung

Star, J.R., Verschaffel, L. (2016), Providing Support for Student Learning: Recommendations from Cognitive Science for the Teaching of Mathematics. In J. Cai, Compendium for Research in Mathematics Education, Reston, VA: The National Council of Teachers of Mathematics, Inc., pp. 292-307.

Unstructured Zitierung

Stillesjö, S., Karlsson Wirebring, L., Andersson, M., Granberg, C., Lithner, J., Jonsson, B., Nyberg, L., Wiklund-Hörnqvist, C. (2021), “Active Math and Grammar Learning Engages Overlapping Brain Networks”, Proceedings of the National Academy of Sciences – PNAS, 118 (46), pp. 1-3.

https://doi.org/10.1073/pnas.2106520118

Unstructured Zitierung

Van der Kleij, F.M., Lipnevich, A.A. (2021), “Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research”, Educational Assessment, Evaluation and Accountability, 33 (2), pp. 345-373.

https://doi.org/10.1007/s11092-020-09331-x

Unstructured Zitierung

Weiner, B. (2000), “Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective”, Educational Psychology Review, 92 (4), pp. 548-573. Winberg, M., Palm, T. (2021), “Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in Timss”, Frontiers in Education, 6, 575926.

https://doi.org/10.3389/feduc.2021.575926

Unstructured Zitierung

Winstone, N.E., Nash, R.A., Parker, M., Rowntree, J. (2017), “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes”, Educational Psychologist, 52 (1), pp. 17-37.

https://doi.org/10.1080/00461520.2016.1207538

Unstructured Zitierung

Wisniewski, B., Zierer, K., Hattie, J. (2020), “The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research”, Frontiers in Psychology, 10, 3087.

https://doi.org/10.3389/fpsyg.2019.03087

Unstructured Zitierung

Yeh, S. S. (2009), “Class Size Reduction or Rapid Formative Assessment?: A Comparison of CostEffectiveness”, Educational Research Review, 4 (1), pp. 7-15.

https://doi.org/10.1016/j.edurev.2008.09.001