| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An analysis of program evaluation course content in CSHSE–accredited human services baccalaureate programs
|
Thomas, Najmah
|
|
2018
|
59 |
C |
p. 187-194
|
artikel
|
| 2 |
An assessment-based model for exploring the solving of mathematical problems: Utilizing revised bloom’s taxonomy and facets of metacognition
|
Radmehr, Farzad
|
|
2018
|
59 |
C |
p. 41-51
|
artikel
|
| 3 |
Are the tests scores of the Programme for International Student Assessment (PISA) and the National Educational Panel Study (NEPS) science tests comparable? An assessment of test equivalence in German Schools
|
Wagner, Helene
|
|
2018
|
59 |
C |
p. 278-287
|
artikel
|
| 4 |
Assessment for learning research in East Asian countries
|
Leong, Wei Shin
|
|
2018
|
59 |
C |
p. 270-277
|
artikel
|
| 5 |
Biased predictions of students’ future achievement: An experimental study on pre-service teachers’ interpretation of curriculum-based measurement graphs
|
Klapproth, Florian
|
|
2018
|
59 |
C |
p. 67-75
|
artikel
|
| 6 |
Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates
|
Guo, Jianpeng
|
|
2018
|
59 |
C |
p. 195-208
|
artikel
|
| 7 |
Comparative effect of online summative and formative assessment on EFL student writing ability
|
Mohamadi, Zohre
|
|
2018
|
59 |
C |
p. 29-40
|
artikel
|
| 8 |
Development of a social and emotional learning program using educational dance: A participatory approach aimed at middle school students
|
Pereira, Nádia Salgado
|
|
2018
|
59 |
C |
p. 52-57
|
artikel
|
| 9 |
Does the design of learning outcomes matter from students’ perspective?
|
Kumpas-Lenk, Kaija
|
|
2018
|
59 |
C |
p. 179-186
|
artikel
|
| 10 |
Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics
|
van den Ham, Ann-Katrin
|
|
2018
|
59 |
C |
p. 133-140
|
artikel
|
| 11 |
Editorial Board
|
|
|
2018
|
59 |
C |
p. ii
|
artikel
|
| 12 |
Evaluating the international dimension in an undergraduate curriculum by assessing students’ intercultural sensitivity
|
Gordon, Sarah R.
|
|
2018
|
59 |
C |
p. 76-83
|
artikel
|
| 13 |
Gender Bias in teachers’ grading: What is in the grade
|
Protivínský, Tomáš
|
|
2018
|
59 |
C |
p. 141-149
|
artikel
|
| 14 |
Group peer assessment of oral English performance in a Taiwanese elementary school
|
Hung, Yu-ju
|
|
2018
|
59 |
C |
p. 19-28
|
artikel
|
| 15 |
Guidelines for data fusion with international large scale assessments: Insights from the TALIS-PISA link database
|
Gil-Izquierdo, María
|
|
2018
|
59 |
C |
p. 10-18
|
artikel
|
| 16 |
Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana
|
Wolf, Sharon
|
|
2018
|
59 |
C |
p. 112-123
|
artikel
|
| 17 |
Intervention in teachers’ differential scoring judgments in assessing L2 writing through communities of assessment practice
|
Seker, Meral
|
|
2018
|
59 |
C |
p. 209-217
|
artikel
|
| 18 |
Multi-method teacher evaluation for high poverty schools: Observations and self-ratings of instructional and behavioral management
|
Kettler, Ryan J.
|
|
2018
|
59 |
C |
p. 224-234
|
artikel
|
| 19 |
Online interventions to promote teacher data-driven decision making: Optimizing design to maximize impact
|
Reeves, Todd D.
|
|
2018
|
59 |
C |
p. 256-269
|
artikel
|
| 20 |
Peer assessment use, its social nature challenges and perceived educational value: A teachers’ survey study
|
Rotsaert, Tijs
|
|
2018
|
59 |
C |
p. 124-132
|
artikel
|
| 21 |
School-based anti-bullying strategies in Taiwan and their effects
|
Chen, Li-Ming
|
|
2018
|
59 |
C |
p. 218-223
|
artikel
|
| 22 |
Self-assessment of the oral presentation competence: Effects of gender and student’s performance
|
Bolívar-Cruz, Alicia
|
|
2018
|
59 |
C |
p. 94-101
|
artikel
|
| 23 |
Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
|
Kyaruzi, Florence
|
|
2018
|
59 |
C |
p. 1-9
|
artikel
|
| 24 |
Teachers’ and preservice teachers’ stereotypes, attitudes, and spontaneous judgments of male ethnic minority students
|
Glock, Sabine
|
|
2018
|
59 |
C |
p. 244-255
|
artikel
|
| 25 |
Teachers’ written feedback comments on narrative texts in Elementary and Secondary Education
|
Lucero, Manuel
|
|
2018
|
59 |
C |
p. 158-167
|
artikel
|
| 26 |
The impact of mastery feedback on undergraduate students’ self-efficacy beliefs
|
Beatson, Nicola J.
|
|
2018
|
59 |
C |
p. 58-66
|
artikel
|
| 27 |
The power of a basic assessment course in changing preservice teachers’ conceptions of assessment
|
Levy-Vered, Adi
|
|
2018
|
59 |
C |
p. 84-93
|
artikel
|
| 28 |
The roles of teacher and student gender in German teachers’ attitudes toward ethnic minority students
|
Kleen, Hannah
|
|
2018
|
59 |
C |
p. 102-111
|
artikel
|
| 29 |
Using the Theory of Planned Behavior to explore teachers’ intentions to engage in ongoing teacher professional learning
|
Dunn, Ryan
|
|
2018
|
59 |
C |
p. 288-294
|
artikel
|
| 30 |
Validity and reliability of questionnaire on perceived professional identity among teachers (QIPPE) scores
|
Lentillon-Kaestner, Vanessa
|
|
2018
|
59 |
C |
p. 235-243
|
artikel
|
| 31 |
Validity of students’ evaluations of teaching: Biasing effects of likability and prior subject interest
|
Feistauer, Daniela
|
|
2018
|
59 |
C |
p. 168-178
|
artikel
|
| 32 |
Why principals often give overly high ratings on teacher evaluations
|
Shaked, Haim
|
|
2018
|
59 |
C |
p. 150-157
|
artikel
|
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