Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-25T23:49:38.464Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  19 January 2023

Inez De Florio
Inez De Florio
Affiliation:
University of Kassel
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
From Assessment to Feedback
Applications in the Second/Foreign Language Classroom
 , pp. 261 - 268
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ACTFL (American Council on the Teaching of Foreign Languages) (n.d.). Assigning CEFR ratings to ACTFL assessments. Alexandria: ACTFL.Google Scholar
Anderson, L. W. & Kratwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.Google Scholar
Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership 57(5), 13–18.Google Scholar
ARG (Assessment Reform Group) (1999). Assessment for learning: Beyond the black box. Cambridge: University of Cambridge.Google Scholar
Baron-Cohen, S. (n.d.). Take the online Asperger’s test. Asperger’s Test Site. www.aspergerstestsite.com/75/autism-spectrum-quotient-aq-test (accessed April 2022).Google Scholar
Basye, D. (2018). Personalized vs. differentiated vs. individualized learning. ISTE. www.iste.org/explore/Education-leadership/Personalized-vs.-differentiated-vs.-individualized-learning (accessed April 2022).Google Scholar
Biggs, J. B. & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed outcome). New York: Academic Press.Google Scholar
Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice 5(1), 7–74.Google Scholar
Black, P. & Wiliam, D. (2009). Developing a theory of formative assessment. Educational Assessment, Evaluation and Accountability 21(1), 5–31.Google Scholar
Blakey, M. (n.d.). Aspergers checklist. Aspergers Test Site. www.aspergerstestsite.com/190/aspergers-checklist/ (accessed May 2022).Google Scholar
Bloom, B. S. (1956). Taxonomy of educational objectives. Boston: Allyn & Bacon.Google Scholar
Bloom, B. S., Hastings, T. & Madaus, G. (1971). Handbook of formative and summative evaluation of student learning. New York: McGraw-Hill.Google Scholar
Book, W. F. & Norwel, L. (1922). The will to learn, an experimental study of incentives in learning. The Pedagogical Seminary 29, 305–62.Google Scholar
Brohm, M. (2012). Motivation lernen. Weinheim: Beltz.Google Scholar
Brookhart, S. (2017). How to give effective feedback to your students. Alexandria: Association for Supervision and Curriculum Development (ASCD).Google Scholar
Callahan, R. (n.d.). What are the functions of mobile phones? Techwalla. www.techwalla.com/articles/what-are-the-functions-of-mobile-phones (accessed June 2022).Google Scholar
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches in second language teaching and testing. Applied Linguistics 1, 1–47.Google Scholar
Center for Teaching and Learning (n.d.). Bloom’s taxonomy of educational objectives. Center for Teaching and Learning, University of North Carolina–Charlotte. https://teaching.charlotte.edu/services-programs/teaching-guides/course-design/blooms-educational-objectives (accessed April 2022).Google Scholar
Council of Europe (2001). Common European Framework of reference for languages: Learning, teaching, assessment. Strasbourg: Council of Europe.Google Scholar
De Florio, I. (2016). Effective teaching and successful learning: Bridging the gap between research and practice. Cambridge: Cambridge University Press.Google Scholar
De Florio-Hansen, I. (1999). Das Lerntagebuch als Projekt: Erfahrungen mit dem journal d’apprentissage – le français et moi. Der fremdsprachliche Unterricht – Französisch 35.5(41), 26–31.Google Scholar
De Florio-Hansen, I. (2018). Teaching and learning English in the digital age. Münster: Waxmann (UTB).Google Scholar
De Florio-Hansen, I. (2019a). Fachdidaktik Französisch: Lehren und Lernen im digitalen Zeitalter. Stuttgart: ibidem-Verlag.Google Scholar
De Florio-Hansen, I. (2019b). Wirksame Motivierungsstrategien für den Französischunterricht. Stuttgart: ibidem-Verlag.Google Scholar
De Florio-Hansen, I. (2020). Digitalisierung, Künstliche Intelligenz und Robotik. Münster: Waxmann (UTB).Google Scholar
De Florio-Hansen, I. (2022). Lehr- und Lernmethoden im Fremdsprache-nunterricht: Ein Handbuch für Lehrkräfte mit ausgearbeiteten Beispielen für Englisch und Französisch. Stuttgart: ibidem-Verlag.Google Scholar
Diao, Y., Chandler, P. & Sweller, J. (2007). The effect of written text on comprehension of spoken English as foreign language. American Journal of Psychology 120(2), 237–61.Google Scholar
Dietz, C. (n.d.). Black, Wiliam and assessment for learning. Teaching Expertise. www.teachingexpertise.com/articles/black-wiliam-and-assessment-for-learning/ (accessed May 2022).Google Scholar
Dweck, C. S. (2007). Mindset: The new psychology of success. New York: Random House.Google Scholar
Dweck, C. S. (2012). Mindset: How you can fulfil your potential. London: Robinson Publishing.Google Scholar
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 3–18.CrossRefGoogle Scholar
Farrell, K. (2011). Collegial feedback on teaching: A guide to peer review. Melbourne: Center for the Study of Higher Education. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0007/2297293/Peer_review_guide_web_optimized.pdf (accessed June 2022).Google Scholar
Finn, C. E. (2020). Why grades matter. Fordham Institute. https://fordhaminstitute.org/national/commentary/why-grades-matter (accessed June 2022).Google Scholar
France, P. (2021). Why individualized learning is not the answer to “learning loss.” We Are Teachers. www.weareteachers.com/individualized-learning-learning-loss/ (accessed May 2022).Google Scholar
Gates, A. I. (1917). Recitation as a factor in memorizing. New York: The Science Press.Google Scholar
Gatto, J. T. (2010). Weapons of mass instruction. Gabriola Island: New Society Publishers.Google Scholar
Green, A. (2021). Exploring language assessment and testing: Language in action. London: Routledge.Google Scholar
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.Google Scholar
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.CrossRefGoogle Scholar
Hattie, J. & Clarke, S. (2018). Visible learning: Feedback. London: Routledge.Google Scholar
Hattie, J. & Gan, M. (2011). Instruction based on feedback. In Mayer, R. E. & Alexander, P. (Eds.), Handbook of research on learning and instruction, New York: Routledge, 249–71.Google Scholar
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research 77(1), 81–112.Google Scholar
Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn. London: Routledge.Google Scholar
Hattie, J. & Zierer, K. (2020). Visible learning auf den Punkt gebracht. Baltmannsweiler: Schneider Hohengehren.Google Scholar
Hattie, J., Biggs, J. & Purdie, N. (1996). Effects of learning skills intervention on student learning: A meta-analysis. Review of Educational Research 66(2), 99–136.CrossRefGoogle Scholar
Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts. Seelze-Velber: Klett Kallmeyer.Google Scholar
Helmke, A., Helmke, T., Lenske, G. et al. (2018). Unterrichtsdiagnostik mit EMU: Evidenzbasierte Methoden der Unterrichtsdiagnostik. Version 7. www.unterrichtsdiagnostik.de (accessed May 2022).Google Scholar
Herzog, W. (2013). Bildungsstandards: Eine kritische Einführung. Stuttgart: Kohlhammer.Google Scholar
Hill, K. & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom assessment. Language Testing 29(3), 395–420.Google Scholar
Holt, J. (2004). Instead of education: Ways to help people do things better. Boulder: Sentient Publications.Google Scholar
Horster, L. & Rolff, H.-G. (2006). Unterrichtsentwicklung: Grundlagen einer reflektorischen Praxis. Weinheim: Beltz.Google Scholar
Jamrus, M. H. & Razali, A. B. (2019). Using self-assessment as a tool for English language learning. English Language Teaching 12(11), 64–73.CrossRefGoogle Scholar
Johnson, D. W. & Johnson, R. (2013). Cooperative, competitive and individualistic learning environments. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement. London: Routledge, 372–74.Google Scholar
Kempfert, G. & Ludwig, M. (2008). Kollegiale Unterrichtsbesuche: Besser und leichter unterrichten durch Kollegen-Feedback. Weinheim: Beltz.Google Scholar
Kibble, J. D. (2017). Best practices in summative assessment. Advances in Physiology Education 41, 110–19.CrossRefGoogle ScholarPubMed
Klewitz, B. (2021). Content and language integrated learning (CLIL): A methodology of bilingual teaching. Stuttgart: ibidem-Verlag.Google Scholar
Kluger, A. & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 119, 254–84.Google Scholar
Knoke, M. (2017). RoboProf: Teach & learn. Merton Magazin. August 24. https://merton-magazin.de/roboprof-teach-learn (accessed May 2022).Google Scholar
Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart, and Winston.Google Scholar
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer.Google Scholar
Lemov, D. (2020). Teaching in the online classroom: Surviving and thriving in the new normal. San Francisco: Jossey-Bass.Google Scholar
Li, S., Zhu, Y. & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. Modern Language Journal 100, 276–95.CrossRefGoogle Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in the communicative classroom. Studies in Second Language Acquisition 20, 37–66.CrossRefGoogle Scholar
Marzano, R. J. (1998). The theory-based meta-analysis of instruction that works. Aurora, CO: Mid-Continent Regional Educational Lab.Google Scholar
McLeod, S. (2022). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. August 18. www.simplypsychology.org/vygotsky.html (accessed May 2022).Google Scholar
Missouri State University (n.d.). The Assessment Process. Missouri State University. www.missouristate.edu/assessment/the-assessment-process.htm (accessed June 2022).Google Scholar
Mol, E. (2018). Outils numériques à l’école : avantages et inconvénients. Lettres Numériques. October 26. www.lettresnumeriques.be/2018/10/26/outils-numeriques-a-lecole-avantages-et-inconvenients/ (accessed June 2022).Google Scholar
Monaghan, L. (2016). Studying discourse. In Hua, Z. (Ed.), Research methods in intercultural communication: A practical guide. Hoboken: Wiley Blackwell.Google Scholar
Morgan, C. L. & Morgan, L. V. (1935). Effects of immediate awareness of success and failure upon objective examination scores. Journal of Experimental Education 4(1), 63–66.CrossRefGoogle Scholar
Mühlhausen, U. (2012). Schüleraktivierung im Schulalltag. Baltmannsweiler: Schneider Hohengehren.Google Scholar
Mulvahill, E. (2021). 50 Educational brain breaks. We Are Teachers. February 22. www.weareteachers.com/brain-breaks-for-kids/ (accessed April 2022).Google Scholar
Ludwig Maximilian University of Munich (2014). Kollegiales Feedback am Geschwister-Scholl-Institut: Ein Leitfaden. www.gsi.uni-muenchen.de/lehreinheiten/sozialkunde/forschung-projekte/abgeschlosse-projekte/kollegiales-feedback-am-gsi/leitfaden-kollegiales-feedback.pdf. (accessed May 2022).Google Scholar
Nicol, D. & MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31(2), 199–218.Google Scholar
Nottingham, J. & Nottingham, J. (2017). Challenging learning through feedback. Thousand Oaks: Corwin.Google Scholar
Nuthall, G. A. (2007). The hidden lives of learners. Wellington: New Zealand Council for Educational Research.Google Scholar
Ofgang, E. (2021). How Emily Oster’s COVID-19 School Data Hub can help K-12. Tech & Learning. www.techlearning.com/news/how-emily-osters-covid-19-school-data-hub-can-help-k-12 (accessed April 2022).Google Scholar
Palincsar, A. S. (2013). Reciprocal teaching. In Hattie, J. & Anderman, E. M. (Eds.). International guide to student achievement. London: Routledge, 369–71.Google Scholar
Pashler, H. et al. (2009). Learning styles: Concepts and evidence. Association for Psychological Science 9(3) 105–19.Google Scholar
Petty, G. (2009). Evidence-based teaching: A practical approach. Cheltenham: Nelson Thornes.Google Scholar
Prégent, R. (1994). Charting your course: How to prepare to teach more effectively. Madison: Magna Publications.Google Scholar
Professional Learning Board (n.d.). Classroom contracts for classroom management. Professional Learning Board. https://k12teacherstaffdevelopment.com/tlb/classroom-contracts-for-classroom-management/ (accessed April 2022).Google Scholar
Puentedura, R. (2009). An intro to the SAMR Method: The two-pass ladder. Hippasus. http://hippasus.com/rrpweblog/archives/2019/12/IntroSAMRMethod_TheTwoPassLadder.pdf (accessed April 2022).Google Scholar
Richard, R. & Costello, J. (2020). Classroom tech. In Lemov, D. (Ed.), Teaching in the online classroom: Surviving and thriving in the new normal. San Francisco: Jossey-Bass, 142–62.Google Scholar
Riopel, L. (2019). Measuring self-efficacy with scales and questionnaires. Positive Psychology. May 21. https://positivepsychology.com/self-efficacy-scales/ (accessed April 2022).Google Scholar
Rosenberg McKay, D. (2019). Self-assessment: An overview. The Balance Careers. www.thebalancecareers.com/self-assessment-524753 (accessed June 2022).Google Scholar
Roth, G. (2021). Bildung braucht Persönlichkeit: Wie Lernen gelingt. Stuttgart: Klett-Cotta.Google Scholar
Rubric for foreign language creative writing assignment (n.d.). Dade Schools. http://teachers.dadeschools.net/eiznaga/oral%20rubric.pdf (accessed April 2022).Google Scholar
Scriven, M. (1971). The methodology of evaluation. In Tyler, R. W., Gagné, R. M. & Scriven, M. (Eds.), Perspectives of curriculum evaluation. American Educational Research Association monograph series on curriculum evaluation. Skokie: Rand McNally, 39–83.Google Scholar
Sherrington, T. (2020). Re-reading Nuthall’s hidden lives of learners: Insights from a classic. Teacherhead (blog). February 15. https://teacherhead.com/2020/02/15/re-reading-nuthalls-hidden-lives-of-learners-insights-from-a-classic/ (accessed March 2022).Google Scholar
Shute, V. (2008). Focus on formative feedback. Review of Educational Research 78, 153–89.Google Scholar
Solomam, H. & Verrilli, B. (2020). Synchronous and asynchronous learning. In Lemov, D. (Ed.), Teaching in the online classroom: Surviving and thriving in the new normal. San Francisco: Jossey-Bass, 15–35.Google Scholar
Summer, T. (2013). From method to postmethod. In Eisenman, M. & Summer, T. (Eds.). Basic issues in EFL teaching and learning. Heidelberg: Winter, 1–15.Google Scholar
Timperley, H. (2013). Feedback. In Hattie, J. & Anderman, E. M. (Eds.). International guide to student achievement. London: Routledge, 402–4.Google Scholar
Tucker, C. (2018). Middle school writing rubrics. Catlintucker.com. August 22. https://catlintucker.com/2018/08/middle-school-writing-rubrics (accessed April 2022).Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: MIT Press.Google Scholar
Wallace, I. & Kirkman, L. (2006) Best of the best: Progress. Carmarthen: Crown House Publishing.Google Scholar
Walters Wright, L. (n.d.). Behavior contracts: What you need to know. Understood. www.understood.org/en/articles/behavior-contracts-what-you-need-to-know (accessed April 2022).Google Scholar
Weinert, F. E. (1999). Konzepte der Kompetenz. Paris: OECD.Google Scholar
Wiliam, D. (2011). Embedded formative assessment. Bloomington: Solution Tree Press.Google Scholar
Wiliam, D. & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. West Palm Beach: Learning Sciences International.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Inez De Florio, University of Kassel
  • Book: From Assessment to Feedback
  • Online publication: 19 January 2023
  • Chapter DOI: https://doi.org/10.1017/9781009218948.019
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Inez De Florio, University of Kassel
  • Book: From Assessment to Feedback
  • Online publication: 19 January 2023
  • Chapter DOI: https://doi.org/10.1017/9781009218948.019
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Inez De Florio, University of Kassel
  • Book: From Assessment to Feedback
  • Online publication: 19 January 2023
  • Chapter DOI: https://doi.org/10.1017/9781009218948.019
Available formats
×