Davies, A. (2003). Feed back… feed forward: Using assessment to boost literacy learning. On-Line Journal: Research in Action, 2-4.

Davies, A. (2004). Quality classroom assessment is learning part one: classroom tested ideas. New Zealand Principals’ Federation Magazine, 19(3).

Davies, A. (2007). Leading towards learning and achievement: The role of quality classroom assessment. In Intelligent Leadership (pp. 159-182). Springer, Dordrecht.

Davies, A. (2011). Making classroom assessment work. Solution Tree. 555 North Morton Street, Bloomington, IN 47404.

Davies, A., & Herbst, S. (2013). Co-constructing Success Criteria: Assessment in the Service of Learning. Education Canada, 53(3), 16-19.

Davies, A., Herbst, S., & Augusta, B. (2017). Knowing what counts: Collecting evidence and portfolios – engaging students in pedagogical documentation. Merville, BC: Connections Publishing.

Gregory, K., Cameron, C., & Davies, A. (1997). Knowing what counts: Setting and using criteria. Merville, BC: Connections Publishing.

Gregory, K., Cameron, C., & Davies, A. (2000). Knowing what counts: Self-assessment and goal setting. Merville, BC: Connections Publishing.

Gregory, K., Cameron, C., & Davies, A. (2011). Knowing what counts: Conferencing and reporting. Solution Tree Press. http://connect2learning.com/media/SamplePages/CandR-SamplePages.pdf

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18–24.

Leong, W. S. (2014). Singaporean teachers’ views of classroom assessment: Findings from using Q-Methodology. Assessment Matters, 6, 34−64.

Schneider, M. C., Egan, K. L., & Julian, M. W. (2013). Classroom assessment in the context of high-stakes testing. SAGE handbook of research on classroom assessment, 55-71.

Stiggins, R. J., & Bridgeford, N. J. (1985). The ecology of classroom assessment. Journal of Educational Measurement, 22(4), 271–286.

Vanderbilt University. (2020). Classroom Assessment Techniques (CATs). [online] Available at: https://cft.vanderbilt.edu/guides-sub-pages/cats/ [Accessed 18 Jan. 2020].

Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers' self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.

Zhou, J., & Deneen, C. C. (2016). Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education, 41(8), 1144-1158.

This study examines Chinese tertiary award-winning tutors’ perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential and iterative analysis of resulting data was conducted based on Miles and Huberman’s protocols for qualitative analysis. Participants demonstrated a complex set of connections between perceptions and practices around issues of sharing standards, delivering feedback and response to external assessments. Results deviate from widely promoted principles of AfL and classroom-based assessment espoused in the international literature; in doing so, they challenge existing research and assumptions about the standardised and international nature of award-winning instructors’ assessment practices. Findings are discussed in relationship to understanding best practices in tertiary assessment, given emerging tertiary education markets. Practical implications for the further development of learning and assessment practices and theoretical implications for the AfL theory are also discussed.

Leong, W.S. (2014). Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teacher’s conception and practice. Studies in Educational Evaluation, 43, 70−78.

Journal article link: http://www.sciencedirect.com/science/article/pii/S0191491X13000758

With the articulation of new ‘Holistic and Balanced Assessment’ initiatives in Singaporean schools, a new standard of conceptualising and enacting classroom assessment is expected of Singaporean teachers. This paper draws on findings from a larger study of ‘high-achieving’ Singaporean teachers’ deliberations and transactions of assessment activities. The use of case studies as a central methodology to investigate a contemporary phenomenon of education assessment extends the studies of conceptions and implementation of new classroom assessment practices in Anglophone and Western European countries. The findings from one of the ‘high-achieving’ case-study Singaporean teachers reveal that any quality assurance framework or guideline for evaluating teachers’ assessment practices needs to be sensitive to their intentions, meaning and context of teaching.