Airasian, P. W. (2000). Classroom Assessment: A concise approach 2nd ed. Boston: McGraw Hill.
Airasian, P. W. (2004). Classroom Assessment: Concepts and Applications 3rd ed. Boston: McGraw Hill.
Bangert-Downs, R. L.,Kulik, J. A., & Kulik, C-L, C. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85 (2), 89-99.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black box.: Assessment for learning in the classroom. Phi Delta Kappan, 86 (1) 9-21.
Black, P., & Wiliam,D. (2006). Assessment for learning in the classroom. In J. Gardner (Ed.). Assessment and learning (pp. 9-25). Thousand Oaks, CA:Sage.
Bishop, J. H. (1999). Nerd harassment, incentives, school priorities, and learning.In S. E. Mayer & P. E. Peterson (Eds.) Earning and learning: How school matters ( pp. 231-280). Washington, DC: Brookings Institution Press.
Borko, H. & Livingston, C. (1989) Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers. American Educational Research Journal, 26, 473-98.
Cross, L. H., & Frary, R. B. (1999). Hodgepodge grading: Endorsed by students and teachers alike. Applied Measurement in Education, 21 (1) 53-72.
Dempster, F. N. & Perkins, P. G. (1993). Revitalizating classroom assessment: Using tests to promote learning. Journal of Instructional Psychology, 20 (3) 197-203.
Dweck, C. S. (2000) Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Elliott, A., McGregor, H., & Thrash, T. (2004). The need for competence. In E. Deci & R. Ryan (Eds.), Handbook of self-determination research (pp. 361-388). Rochester, NY: University of Rochester Press. Harlen, W. The role of assessment in developing motivation for learning. In J. Gardner (Ed.). Assessment and learning (pp. 61-80). Thousand Oaks, CA: Sage.
Hubbard, R. S., & Power, B. M. (2003). The art of classroom inquiry, A handbook for teachers-researchers (2nd ed.). Portsmith, NH: Heinemann.
Koretz, D. Stecher, B. Klein, S. & McCafirey, D. (1994). The evolution of a portfolio program: The impact and quality of the Vermont program in its second year (1992-3). (CSE Technical report 385) Los Angeles: University of California, Center for Research on Evaluation Standards and student Testing. Accessed January 25, 2006 from http://www.csr.ucla.edu.
Linn, R. L., & Miller, M. D. (2005). Measurement and Assessment in Teaching 9th ed. Upper Saddle River, NJ: Pearson .
Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage.
Popham, W. J. (2005). Classroom Assessment: What teachers need to know. Boston, MA: Pearson.
Rowe, M. B. (2003). Wait-time and rewards as instructional variables, their influence on language, logic and fate control: Part one-wait time. Journal of Research in science Teaching, 40 Supplement, S19-32.
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83 (10), 758-765.
Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4),379-398.Teel, K. M., Debrin-Parecki, A., & Covington, M. V. (1998). Teaching strategies that honor and motivate inner-city African American students: A school/university collaboration. Teaching and Teacher Education, 14(5), 479-495.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
- 瀏覽次數：1607
