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Before yesterdaytandf: Assessment in Education: Principles, Policy & Practice: Table of Contents

The conceptualisation implies the statistical model: implications for measuring domains of teaching quality

✇tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents
By: Mark White Peter A. Edelsbrunner Christian M. Thurn a Department of Teacher Education and School Research， University of Oslo， Oslo， Norwayb Chair for Research on Learning and Instruction， ETH Zurich， Zurich， SwitzerlandDr. Mark White is a postdoctoral researcher at the Quality in Nordic Teaching center at the University of Oslo. His background blends education， psychology， and sociology. His research interests center on understanding and measuring interventions designed to improve teaching quality， both in terms of teacher change and systems change. His research focuses on quantitative observational measures of teaching quality.Peter A. Edelsbrunner is a postdoctoral researchers at the Chair for Research on Learning and Instruction at ETH Zurich， Switzerland. He studied Psychology in Graz and Padova and did his doctoral thesis at ETH Zurich on domain-general and domain-specific scientific thinking in childhood. His substantial research investigates scientific thinking and epistemic cogni
20 June 2024 at 12:53
Volume 31, Issue 3-4, June - June - August 2024, Page 254-278
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An exploratory field study of students’ memory for written feedback comments

✇tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents
By: Naomi E. Winstone Robert A. Nash a Surrey Institute of Education， University of Surrey， Guildford， UKb School of Psychology， Aston University， Birmingham， UKNaomi E. Winstone is Professor of Educational Psychology and Director of the Surrey Institute of Education at the University of Surrey， UK. As a cognitive psychologist， Naomi’s research focuses on the processing and impact of instructional feedback and the influence of dominant discourses of assessment and feedback in policy and practice on the positioning of educators and students in feedback processes. Naomi is a Principal Fellow of the Higher Education Academy and a UK National Teaching Fellow.Robert A. Nash is a Reader in Psychology at Aston University in Birmingham， UK. He completed his BSc and PhD degrees in Psychology at the University of Warwick， and he is a Senior Fellow of the Higher Education Academy. His main areas of expertise are applied cognitive psychology， and the pedagogy and psychology of learners’ (and people
20 June 2024 at 12:47
Volume 31, Issue 3-4, June - June - August 2024, Page 189-203
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A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

✇tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents
By: Ernesto Panadero Javier Fernández Leire Pinedo Iván Sánchez Daniel García-Pérez a Centre for Assessment Research Policy and Practice in Education， School of Policy and Practice， Institute of Education， Dublin City University， Dublin， Irelandb Departamento de Psicología Evolutiva y de la Educación， Facultad de Psicología， Universidad Autónoma de Madrid， Madrid， Spainc Facultad de Educación y Deporte， Universidad de Deusto， Bilbao， Spaind Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento， Universidad Complutense de Madrid， Madrid， Spaine Departamento de Investigación y Psicología en Educación， Universidad Complutense de Madrid， Madrid， SpainErnesto Panadero is the Director at the Centre for Assessment Research， Policy and Practice in Education (CARPE) at Dublin City University. He is also Honorary Professor at the Centre for Research in Assessment and Digital Learning (CRADLE)， Deakin University (Australia). His research focuse
16 July 2024 at 03:07
Volume 31, Issue 3-4, June - June - August 2024, Page 221-253
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