Gender gaps in English as a second language over time: a shift in favour of boys tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents By: Astrid M. J. Sandsør Lisbeth M. Brevik a CREATE - Center for Research on Equality in Education and Department of Special Needs Education， University of Oslo， Oslo， Norwayb Department of Teacher Education and School Research， University of Oslo， Oslo， NorwayAstrid Marie Jorde Sandsør is a Professor at the Department of Special Needs Education， University of Oslo. She completed her Ph.D. in Economics at the University of Oslo， Norway in 2016. She is one of the principal investigators in the Center of Excellence for Research on Equality in Education (CREATE)， a member of the Young Academy of Norway， a Research Fellow at the Institute for the Study of Labor (IZA) and a CESifo Research Network Affiliate. Her research focuses on the economics of education， admission to education， educational interventions， and educational inequality.Lisbeth M Brevik is a Professor at the Department of Teacher Education and School Research， University of Oslo. She completed her Ph.D. in English didacti 5 December 2024 at 11:25 .
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.
Mapping oral feedback interactions in young pupils’ writing tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents By: Pernille Fiskerstrand Siv M. Gamlem a Department of language and literature， Volda University College， Volda， Norwayb Department of Education， Volda University College， Volda， NorwayPernille Fiskerstrand， PhD， is an Associate Professor at the Department of Education， Institute for Language and Literature， Volda University College (PB 500， 6101 Volda， Norway， pernille.fiskerstrand@hivolda.no， https:／／orcid.org／0000-0002-0745-3788). Her research focuses on Writing Instruction， Assessment， and Teachers’ Professional Development.Siv M. Gamlem， PhD， is a Professor at the Department of Education， Institute for Pedagogy， Volda University College (PB 500， 6101 Volda， Norway， sivmg@hivolda.no， https:／／orcid.org／ 0000-0002-6523-0486). Her research focuses on Assessment (for-／of learning)， Feedback， Learning - Learning processes， and Teacher Education. 1 August 2024 at 01:50 Volume 31, Issue 3-4, June - June - August 2024, Page 204-220.
EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents By: Ronen Kasperski Merav E. Hemi a Special Education， Gordon College for Education， Haifa， Israelb Special Education， Shaanan Teachers College， Haifa， IsraelRonen Kasperski received his Ph.D. from the Department of Learning Disabilities at the University of Haifa. He is the head of the M.Ed. program for Inclusive Education at Gordon College of Education and serves as a pedagogical instructor and lecturer in special education at Shaanan College of Education. In recent years， Ronen has focused extensively on research related to Social-Emotional Learning (SEL) among educators.Merav E. Hemi received her Ph.D. from the Department of Psychology at the University of Haifa. Merav is an organizational consultant and the head of the simulation center at Shaanan Teachers College. She teaches higher education courses in the fields of psychology and organization. 21 August 2024 at 07:40 Volume 31, Issue 3-4, June - June - August 2024, Page 279-296.
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.
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.
Bridging the gap: from assessment theory to classroom reality tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents By: Therese N. Hopfenbeck Faculty of Education， The Assessment and Evaluation Research Centre， University of Melbourne， Melbourne， Australia 23 September 2024 at 04:47 Volume 31, Issue 3-4, June - June - August 2024, Page 185-188.
Measurement error in pre-school children’s emerging knowledge and skills. A case study from the UK tandf: Assessment in Education: Principles, Policy & Practice: Table of Contents By: John Jerrim Social Research Institute， University College London， London， UKJohn Jerrim is a Professor of Education and Social Statistics at the UCL Social Research Institute. He is also Research Director at ImpactEd Group 10 October 2024 at 02:24 .
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