[
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969.10.1080/09500690701749305
]Search in Google Scholar
[
Arbesman, S. (2012). Truth decay: The half-life of facts. New Scientist, 215(2883), 36-39.
]Search in Google Scholar
[
Atash, M. N., & Dawson, G. O. (1986). Some effects of the ISCS program: A meta analysis. Journal of Research in Science Teaching, 23, 377-85.10.1002/tea.3660230502
]Search in Google Scholar
[
Babcock, P., & Marks, M. (2011). The falling time cost of college: Evidence from half a century of time use data. The Review of Economics and Statistics, 93(2), 468-478.10.1162/REST_a_00093
]Search in Google Scholar
[
Bauer, H. H. (1992). Scientific Literacy and the Myth of the Scientific Method. Chicago: University of Illinois Press.
]Search in Google Scholar
[
Black, P. J., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box: Assessment for learning in the classroom. London, UK: King’s College London School of Education.
]Search in Google Scholar
[
Black, P. (2003a). Turning Research Results into Practice: How does the D Fit into the R&D? Paper presented at AERA Chicago 21 April 2003. Mathematics Education SIG Session 20.061: http://www.kcl.ac.uk//depsta/education/hpages/pblackpubs.html
]Search in Google Scholar
[
Black, P. (2003b). The Nature and Value of Formative Assessment for Learning. Paper presented at AERA Chicago 22 April 2003, Presidential invited session 34.011: http://www.kcl.ac.uk//depsta/education/hpages/pblackpubs.html
]Search in Google Scholar
[
Black, P. (2003c). Formative and Summative Assessment: Can They Serve Learning Together? Paper presented at AERA Chicago 23 April 2003. SIG Classroom Assessment Meeting 52.028. Retrieved from http://www.kcl.ac.uk//depsta/education/hpages/pblackpubs.html
]Search in Google Scholar
[
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.10.1080/0969595980050102
]Search in Google Scholar
[
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for Learning. Putting it into Practice. Maidenhead: Open University Press.
]Search in Google Scholar
[
Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: New roles, new means (National Society for the Study of Education Yearbook, Vol. 68, Part 2, pp. 26-50). Chicago, IL: University of Chicago Press.
]Search in Google Scholar
[
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill.
]Search in Google Scholar
[
Boud, D. J. (1995). Enhancing Learning through Self Assessment. London: Kogan Page.
]Search in Google Scholar
[
Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53(4), 499-518.10.3102/00346543053004499
]Search in Google Scholar
[
Campitelli, G., & Gobet, F. (2011). Deliberate practice: Necessary but not sufficient. Current Directions in Psychological Science, 20(5), 280-285.10.1177/0963721411421922
]Search in Google Scholar
[
Carroll, M. (1995). Formative assessment workshops: Feedback sessions for large classes. Biochemical Education, 23(2), 65-67.10.1016/0307-4412(95)00001-J
]Search in Google Scholar
[
Cowan, J. (1998). On Becoming an Innovative University Teacher - Reflection in Action. Buckingham: Society for Research into higher education, & Open University Press.
]Search in Google Scholar
[
Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197-223.10.1007/s10648-013-9246-y
]Search in Google Scholar
[
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 71(6), 1-62.10.3102/00346543076001001
]Search in Google Scholar
[
Dillon, J. (2002). Managing teacher development: the changing role of the Head of Department in England. In P. Fraser-Abder (Ed.), Professional Development in Science Teacher Education: Local Insights with Lessons for the Global Community (pp. 172-86). London: Taylor and Francis.
]Search in Google Scholar
[
Donnelly, J. F., & Jenkins, E. W. (2001). Science Education, Policy, Professionalism and Change. London: Paul Chapman.10.4135/9781446219447
]Search in Google Scholar
[
Engel, A. (2013). The missing narrative: Understanding the difference between education “reform” and “innovation”. The FM Duffy Reports, 18(3), 1-10.
]Search in Google Scholar
[
Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Board of Science Education, National Research Council, The National Academies, Washington, DC.
]Search in Google Scholar
[
Fisher, D., Fairweather, J., & Amey, M. (2003). Systemic reform in undergraduate engineering education: The role of collective responsibility. International Journal of Engineering Education, 19, 768-776.
]Search in Google Scholar
[
Gilbert, J. K., & Boulter, C. (Eds.) (2000). Developing Models in Science Education. Dordrecht: Kluwer.10.1007/978-94-010-0876-1
]Search in Google Scholar
[
Harlen, W., & James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education, 4(3), 365-379.10.1080/0969594970040304
]Search in Google Scholar
[
Harlen, W. (2006). On the relationship between assessment for formative and summative purposes. In J. Gardiner (Ed.), Assessment and learning. London, UK: Sage Publications.
]Search in Google Scholar
[
Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy and Practice, 10(2), 169-207.10.1080/0969594032000121270
]Search in Google Scholar
[
Hattie, J. (1999). Influences on Student Learning. Inaugural Lecture: Professor of Education, University of Auckland Retrieved from www.education.auckland.ac.nz/uoa/fms/default/education/staff/Prof.%20John%20Hattie/Documents/Presentations/influences/Influences_on_student_learning.pdf)
]Search in Google Scholar
[
High Level Group on Science Education. (2007). Science Now: A Renewed Pedagogy for the Future of Europe. Brussels: European Union.
]Search in Google Scholar
[
Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 71(256), 33-40.
]Search in Google Scholar
[
Kuh, G., Kinzie, J., Schuh, J., & Witt, E. (2005). Student Success in College: Creating Conditions that Matter. Washington, D.C.: Association for the Study of Higher Education.
]Search in Google Scholar
[
Kuh, G., Kinzie, J., Buckley, J., Bridges, B., & Kayek, J. (2007). Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. Washington, D.C.: Association for the Study of Higher Education.
]Search in Google Scholar
[
Lucido, H. (2010). Educational Genocide: A Plague on Our Children. United Kingdom: Rowman, & Littlefield Publishers, Inc.
]Search in Google Scholar
[
Lucido, H. (2015). Returning Sanity to the Classroom: Eliminating the Testing Mania. United Kingdom: Rowman, & Littlefield Publishers, Inc.
]Search in Google Scholar
[
Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Teaching and learning in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 393-431). Mahwah, NJ: Lawrence Erlbaum.
]Search in Google Scholar
[
Marks, I. (2022). Formative vs. summative assessment in the work of a teacher. In Tamášová, V. et al., Innovation in Current Educational Practice and Its Management (pp.151-157). London: STS Science Centre.
]Search in Google Scholar
[
Monk, M., & Dillon, J. (1995). From telling to selling: One historical perspective on consultancy in science education. Journal of Education Policy, 10(3), 317-323.10.1080/0268093950100306
]Search in Google Scholar
[
Osborne, J., & Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum: A Study Funded by the Wellcome Trust. London: King’s College London.
]Search in Google Scholar
[
Osborne, J., & Dillon, J. (2008). Science Education in Europe: Critical Reflections. London: Nuffield Foundation.
]Search in Google Scholar
[
Osborne, J., Ratcliffe, M., Collins, S., Millar, R., & Duschl, R. (2003). What ‘ideas-about science’ should be taught in school science? A Delphi study of the ‘Expert’ community. Journal of Research in Science Teaching, 40(7), 692-720.10.1002/tea.10105
]Search in Google Scholar
[
Osborne, J., & Dillon, J. (2010). Good Practice in Science Teaching: What research has to say (2nd edition). England: Open University Press.
]Search in Google Scholar
[
Pascarella, E., & Terenzini, P. (2005). How College Affects Students: A Third Decade of Research. San Francisco: Jossey-Bass.
]Search in Google Scholar
[
Rolfe, I., & McPherson, J. (1995). Formative assessment: How am I doing?. Lancet, 345(8953), 837-839.
]Search in Google Scholar
[
Russell, D. R. (2002). Writing in the Academic Disciplines: A Curricular History. SIU Press.
]Search in Google Scholar
[
Sadler, D. R. (1989). Formative assessment and the design of instructional systems’. Instructional Science, 18(2), 145-65.10.1007/BF00117714
]Search in Google Scholar
[
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy, & Practice, 5(1), 77-85.10.1080/0969595980050104
]Search in Google Scholar
[
Scriven, M. (1967). The methodology of evaluation. In R. E. Stake, Curriculum evaluation (American Educational Research Association monograph series on evaluation, no. 1). Chicago: Rand McNally.
]Search in Google Scholar
[
Shymansky, J. A., Kyle, W. C., Jr., & Alport, J. M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20, 387-404.10.1002/tea.3660200504
]Search in Google Scholar
[
Skinner, B. F. (1974). About Behaviorism. New York: Alfred A. Knopf.
]Search in Google Scholar
[
Stohr-Hunt, P. M. (1996). An analysis of the frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33(1), 101-109. Tamášová, V. (2022). Motivation as part of formative education and assessment.10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-Z
]Search in Google Scholar
[
Tamášová, V. et al., Innovation in Current Educational Practice and Its Management (pp. 122-144). London: STS Science Centre.
]Search in Google Scholar
[
Taras, M. (2001). The use of tutor feedback and student self-assessment in summative assessment tasks: Towards transparency for students and for tutors. Assessment and Evaluation in Higher Education, 26(6), 605-614.10.1080/02602930120093922
]Search in Google Scholar
[
Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.10.1111/j.1467-8527.2005.00307.x
]Search in Google Scholar
[
Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192.10.1177/1469787408091655
]Search in Google Scholar
[
Tippin, G. K., Lafreniere, K. D., & Page, S. (2012). Student perception of academic grading: Personality, academic orientation, and effort. Active Learning in Higher Education, 13(1), 51-61.10.1177/1469787411429187
]Search in Google Scholar
[
Torrance, H. (1993). Formative assessment: Some theoretical problems and empirical questions. Cambridge Journal of Education, 23(3), 333-343.10.1080/0305764930230310
]Search in Google Scholar
[
Torrance, H., & Pryor, J. (1998). Investigating Formative Assessment: Teaching, Learning and Assessment in the Classroom. Buckingham: Oxford University Press.
]Search in Google Scholar
[
Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.10.1080/01411920120095780
]Search in Google Scholar
[
Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement - Still much of a mystery. Educational Psychology Review, 15(2), 115-145.10.1023/A:1023460414243
]Search in Google Scholar
[
Vaz, M., Avadhany, S. T., & Rao, B. S. (1996). Student perspectives on the role of formative assessment in physiology. Medical Teacher, 18(4), 324-326.10.3109/01421599609034185
]Search in Google Scholar
[
Wiliam, D. (1994). Towards a Philosophy for Educational Assessment. An update on a paper given at the British Educational Research Association’s 20th Annual conference in Oxford in 1994. Retrieved from http://www.kcl.ac.uk//depsta/education/hpages/dwliam.html
]Search in Google Scholar
[
Wiliam, D. (2000). Integrating Summative and Formative Functions of Assessment. Keynote address to the European Association for Educational Assessment, Prague: Czech Republic, November 2000. Retrieved from http://www.kcl.ac.uk//depsta/education/hpages/dwliam.html
]Search in Google Scholar
[
Wiliam, D. (2006). Formative assessment: getting the focus right. Educational Assessment, 11, 283-289.10.1207/s15326977ea1103&4_7
]Search in Google Scholar
[
Wiliam, D., & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 22(5), 537-548.10.1080/0141192960220502
]Search in Google Scholar
[
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education, 11(1), 49-65.10.1080/0969594042000208994
]Search in Google Scholar
[
Wood, R. (1987). Measurement and Assessment in Education and Psychology: Collected Papers 1967-1987. London: Falmer.
]Search in Google Scholar
[
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477-501.10.1023/A:1023967026413
]Search in Google Scholar
[
Zinn, T. E., Magnotti, J. F., Marchuk, K., Schultz, B. S., Luther, A., & Varfolomeeva, V. (2011). Does effort still count? More on what makes the grade? Teaching of Psychology, 38 (1), 10-15.10.1177/0098628310390907
]Search in Google Scholar