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10.3280/CAD2023-002002

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Elenco citazioni del 10.3280/CAD2023-002002

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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.


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

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


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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


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


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


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


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


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


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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


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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


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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


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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


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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


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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


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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


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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


Citazione non strutturata

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


Citazione non strutturata

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.


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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


Citazione non strutturata

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


Citazione non strutturata

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.


Citazione non strutturata

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


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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


Citazione non strutturata

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


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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


Citazione non strutturata

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


Citazione non strutturata

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