[
Alderson, J. C., Brunfaut, T., & Harding, L. (2014). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236-260.10.1093/applin/amt046
]Search in Google Scholar
[
Anders, Y., Kunter, M., Brunner, M., Krauss, S., & Baumert, J. (2010). Diagnostic competences of mathamatics teachers and the performance of their learners. Psychologie in Erziehung und Unterricht, 3, 175-193. doi:10.2378/peu2010.art13d10.2378/peu2010.art13d
]Search in Google Scholar
[
Bailey, A. L., & Drummond, K. V. (2006). Who is at risk and why? Teachers’ reasons for concern and their understanding and assessment of early literacy. Educational Assessment, 11, 149-178. doi:10.1207/s15326977ea1103&4_2
]Search in Google Scholar
[
Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften [Re: Professional competence of teachers]. Zeitschrift für Erziehungswissenschaften, 4, 469-520.10.1007/s11618-006-0165-2
]Search in Google Scholar
[
Birkel, P., & Birkel, C. (2002). How concordant are teachers’ essay scorings? A replication of Rudolf Weiss’ studies. Psychologie in Erziehung und Unterricht, 49, 219-224.
]Search in Google Scholar
[
Black, P. & Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5:1, 7-74. doi:10.1080/096959598005010210.1080/0969595980050102
]Search in Google Scholar
[
Blomberg, G., Sherin, M., Renkl, A., Glogger, I., & Seidel, T. (2013). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42, 443-463.10.1007/s11251-013-9281-6
]Search in Google Scholar
[
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223, 3–13. https://doi.org/10.1027/2151-2604/a00019410.1027/2151-2604/a000194
]Search in Google Scholar
[
Board, N. (2010). Writing framework for the 2011 national assessment of education progress. Washington: US Government Printing Office.
]Search in Google Scholar
[
Brookhart, S., & Chen, F. (2015) The quality and effectiveness of descriptive rubrics. Educational Review, 67/3, 343-368. doi:10.1080/00131911.2014.92956510.1080/00131911.2014.929565
]Search in Google Scholar
[
Chamberlain S., & Taylor, R. (2011) Online or face-to-face? An experimental study of examiner training. British Journal of Educational Technology, 42/4, 665-675. doi:10.1111/j.1467-8535.2010.01062.x10.1111/j.1467-8535.2010.01062.x
]Search in Google Scholar
[
Charney, D. (1984). The Validity of Using Holistic Scoring to Evaluate Writing: A Critical Overview. Research in the Teaching of English, 18/1, 65-81.
]Search in Google Scholar
[
Cooksey, R., Freebody, P., & Wyatt-Smith, C. (2007). Assessment as Judgment-in-Context: Analysing how teachers evaluate students’ writing. Educational Research and Evaluation, 13/5, 401-434. doi:10.1080/1380361070172831110.1080/13803610701728311
]Search in Google Scholar
[
Creemers, B. (1994). The effective classroom. London: Cassell.
]Search in Google Scholar
[
Culham, R. (2003). 6 + 1 traits of writing: The complete guide. New York: Scholastic.
]Search in Google Scholar
[
Cumming, A., Kantor, R., & Powers, D. (2002). Decision making while rating ESL/EFL writing tasks: A descriptive framework. Modern Language Journal, 86, 67-96.10.1111/1540-4781.00137
]Search in Google Scholar
[
Daller, H., Milton, J., & Treffers-Daller, J. (2007). Modelling and assessing vocabulary knowledge. Cambridge: CUP.10.1017/CBO9780511667268
]Search in Google Scholar
[
Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57, 120-138. doi:10.1177/0022487105
]Search in Google Scholar
[
Dempsey, M., Pytlik Zillig, L., & Bruning. R. (2009). Helping preservice teachers learn to assess writing: Practice and feedback in a web-based environment. Assessing Writing 14/1, 38-61. https://doi.org/10.1016/j.asw.2008.12.00310.1016/j.asw.2008.12.003
]Search in Google Scholar
[
Eckes, T. (2008). Rater types in writing performance assessments: A classification approach to rater variability. Language Testing 2008 25 (2), 155-185. doi:10.1177/026553220708678010.1177/0265532207086780
]Search in Google Scholar
[
Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A multi-faceted Rasch analysis. Language Assessment Quarterly, 2/3, 197-221. doi:10.1207/s15434311laq0203_210.1207/s15434311laq0203_2
]Search in Google Scholar
[
Edelenbos, P., & Kubanek-German, A. (2004). Teacher assessment: the concept of ‘diagnostic competence’. Language Testing, 21 (3), 259-283.10.1191/0265532204lt284oa
]Search in Google Scholar
[
European Commission (2008). Multilingualism - an asset for Europe and a shared commitment. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URIS-ERV:ef0003
]Search in Google Scholar
[
Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13/2, 156-174.
]Search in Google Scholar
[
Feinberg, A., & Shapiro, E. (2009). Teacher accuracy: An examination of teacher-based judgments of students’ reading with differing achievement levels. The Journal of Educational Research, 102, 453-462. doi:10.3200/JOER.102.6.453-46210.3200/JOER.102.6.453-462
]Search in Google Scholar
[
Förster, N., & Souvignier, E. (2015). Effects of providing teachers with information about their students’ reading progress. School Psychology Review, 44, 60-75.10.17105/SPR44-1.60-75
]Search in Google Scholar
[
Glogger-Frey, I., Herppich, S., & Seidel, T. (2018). Linking teachers’ professional knowledge and teachers’ actions: Judgment processes, judgments and training, Teaching and Teacher Education, 76, 176-180. https://doi.org/10.1016/j.tate.2018.08.00510.1016/j.tate.2018.08.005
]Search in Google Scholar
[
Goodrich Andrade, H. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching, 53/1, 27-31. https://doi.org/10.3200/CTCH.53.1.27-3110.3200/CTCH.53.1.27-31
]Search in Google Scholar
[
Guo, L., Crossley, S., & McNamara, D. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing 18/3, 218-238. doi:10.1016/j.asw.2013.05.00
]Search in Google Scholar
[
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
]Search in Google Scholar
[
Helwig, R., Anderson, L., & Tindal, G. (2001). Influence of elementary student gender on teachers’ perceptions of mathematics achievement. Journal of Educational Research, 95, 93-102. doi:10.1080/0022067010959657710.1080/00220670109596577
]Search in Google Scholar
[
Hoge, R., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59, 297-313. doi:10.2307/117018410.3102/00346543059003297
]Search in Google Scholar
[
Hyland, K. (2008). Second language writing. New York: CUP.
]Search in Google Scholar
[
Jansen, T., Vögelin, C., Machts, N., Keller, S., & Möller, J. (2019). Das Schülerinventar ASSET zur Beurteilung von Schülerarbeiten im Fach Englisch: Drei experimentelle Studien zu Effekten der Textqualität und der Schülernamen [The Student Inventory ASSET for judging students’ performances in English: Three experimental studies on effect of text quality and student names]. Psychologie in Erziehung und Unterricht 66, 303-315. doi:10.2378/peu2019.art21d10.2378/peu2019.art21d
]Search in Google Scholar
[
Jansen, T., Vögelin, C., Machts, N., Keller, S., & Möller, J. (2018). The influence of spelling and prompting on teacher judgments of English essays. Paper presented at the annual Meeting of American Educational Research Association (AERA). New York City, 16. April 2018.
]Search in Google Scholar
[
Karing, C. (2009). Diagnostische Kompetenz von Grundschul- und Gymnasiallehrkräften im Leistungsbereich und im Bereich Interessen [Diagnostic competence of elementary and secondary school teachers in the domains of competence and interests]. Zeitschrift für Pädagogische Psychologie, 23, 197-209. doi:10.1024/1010-0652.23.34.19710.1024/1010-0652.23.34.197
]Search in Google Scholar
[
Keller, S. & Möller, J. (2019). Das Schülerinventar zur Beurteilung von Schülertexten. In: T. Rieke-Baulecke (Hrsg.). Schulmanagement Handbuch 169, 55-65.
]Search in Google Scholar
[
Keller, S. (2013). Integrative Schreibdidaktik Englisch für die Sekundarstufe. Theorie, Prozessgestaltung, Empirie. [Integrated writing instruction for secondary level – theory, processes and empirical evaluation]. Tübingen: Narr.
]Search in Google Scholar
[
Klose, B. (2014). Diagnostische Wahrnehmungskompetenzen von ReligionslehrerInnen [Diagnostic competences of teachers of religious education]. Stuttgart: Kohlhammer.
]Search in Google Scholar
[
Klug, J., Gerich, M., Bruder, S., & Schmitz, B. (2012). Ein Tagebuch für Hauptschullehrkräfte zur Unterstützung der Reflexionsprozesse beim Diagnostizieren [A diary for teachers to support reflection on diagnostic competence]. Empirische Pädagogik, 26, 292-311.
]Search in Google Scholar
[
Lai, E., Wolfe, E., & Vickers, D. (2015). Differentiation of illusory and true halo in writing scores. Educational and psychological measurement, 75/1, 102-125. https://doi.org/10.1177/001316441453099010.1177/0013164414530990
]Search in Google Scholar
[
Lewis, Michael (ed.) (1997). Implementing the Lexical Approach. Hove: Language Teaching Publications.
]Search in Google Scholar
[
Moss, P.A. (1994). Can there be validity without reliability? Educational Researcher, Vol. 23, No. 2, 5-12.
]Search in Google Scholar
[
Nation, I., & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle.
]Search in Google Scholar
[
Rezaei, A., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15, 18-39.10.1016/j.asw.2010.01.003
]Search in Google Scholar
[
Royal-Dawson, L., & Baird, J. (2009). Is Teaching Experience Necessary for Reliable Scoring of Extended English Questions? Educational Measurement 28/2, 2-8. doi: https://doi.org/10.1111/j.1745-3992.2009.00142.x10.1111/j.1745-3992.2009.00142.x
]Search in Google Scholar
[
Schrader, F. (2013). Diagnostische Kompetenz von Lehrpersonen [Teachers’ diagnostic competence]. Beiträge zur Lehrerinnen und Lehrerbildung, 31/2, 154-165.
]Search in Google Scholar
[
Schütze, B., Souvignier, E. & Hasselhorn, M. (2018). Stichwort–Formative assessment. Zeitschrift für Erziehungswissenschaft, 21 (4), 679-715. https://doi.org/10.1007/s11618-018-0838-710.1007/s11618-018-0838-7
]Search in Google Scholar
[
Shohamy, E., Gordon, C., & Kraemer, R. (1992). The effect of raters’ background and training on the reliability of direct writing tests. The Modern Language Journal, 76/1, 127-133.10.1111/j.1540-4781.1992.tb02574.x
]Search in Google Scholar
[
Südkamp, A., & Praetorius, A. K. (Eds.). (2017). Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen. [Teachers’ diagnostic competences: theoretical and methodical advances]. Waxmann Verlag.
]Search in Google Scholar
[
Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743-762. http://dx.doi.org/10.1037/a002762710.1037/a0027627
]Search in Google Scholar
[
Visible Learning Plus (2018). Visible learning plus. 250+ influences on student achievement. Online: https://us.corwin.com/sites/default/files/250_influences_10.1.2018.pdf
]Search in Google Scholar
[
Vögelin, C., Jansen, T., Keller, S., Machts, N., & Möller, J. (2019). The influence of lexical features on teacher judgements of ESL argumentative essays. Assessing Writing, 39, 50-63. doi:10.1016/j.asw.2018.12.00310.1016/j.asw.2018.12.003
]Search in Google Scholar
[
Vögelin, C., Jansen, T., Keller, S., & Möller, J. (2018). The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments. The Language Learning Journal. doi:10.1080/09571736.2018.152266210.1080/09571736.2018.1522662
]Search in Google Scholar
[
Weigle, S.C. (2002). Assessing Writing. Cambridge: Cambridge University Press.10.1017/CBO9780511732997
]Search in Google Scholar
[
Wolfe, E., & Jiao, H. (2016). Features of difficult to score essays. Assessing Writing, 27, 1-10.10.1016/j.asw.2015.06.002
]Search in Google Scholar