EDUC 647

Bulman, G. (2015). The effect of access to college assessments on enrollment and attainment. American Economic Journal: Applied Economics, 7 (4), 1-36. DOI:10.1257/app.20140062
Dudek, C. M., Reddy, L. A., Lekwa, A., Hua, A. N., & Fabiano, G. A. (2019). Improving universal classroom practices through teacher formative assessment and coaching. Assessment for Effective Intervention, 44 (2), 81-94.
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Goldrick-Rab, S., Kelchen, R., Harris, D., & Benson, J. (2016). Reducing income inequality in educational attainment: Experimental evidence on the impact of financial aid on college completion. American Journal of Sociology, 121 (6), 1763-1817.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Oreopoulos, P., & Ford, R. (2019). Keeping college options open: A field experiment to help all high school seniors through the college application process. Journal of Policy Analysis and Management, 38 (2), 426-454.
Schachter, E. E., Napoli, A. R., & Piasta, S. B. (2020). Teachers’ perspectives on Year Two implementation of a kindergarten readiness assessment. Early Education and Development, 31(5), 778–795.
Ysenbaert, J,, VanHoutte, M. & Van Avermaet, P. (2020). Assessment policies and practices in contexts of diversity: Unravelling the tensions. Educational Assessment, Evaluation and Accountability, 32,107-126.
Old Ones
Raftery-Helmer, & Grolnick, W. S. (2018). Parent and teacher effects on academic coping and classroom engagement: Testing a motivational model. Motivation and Emotion, 42(5), 638–652. https://doi.org/10.1007/s11031-018-9676-4
Rueter, D, L., & Simpson, J., C. (2013). Authentic assessment: Establishing a clear foundation for instructional practices. Preventing School Failure, 57(4), 189-195. http:// doi.org/10.1080/1045988X.2012.681715
Sezen-Barrie, A., & Kelly, G. J. (2017). From the teacher’s eyes: Facilitating teachers' noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation. International Journal of Science Education, 39(2), 181-212. International Journal of Science Education Available free online https://www.researchgate.net/profile/Angela-Tam-3/publication/269285438_The_role_of_a_professional_learning_community_in_teacher_change_A_perspective_from_beliefs_and_practices/links/606e6420a6fdcc5f778c9c3c/The-role-of-a-professional-learning-community-in-teacher-change-A-perspective-from-beliefs-and-practices.pdf
Tam, A. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43. https://doi.org/10.1080/13540602.2014.928122
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Turner. (2014). Creating an assessment-centered classroom: Five essential assessment strategies to support middle grades student learning and achievement. Middle School Journal, 45(5), 3–16. https://doi.org/10.1080/00940771.2014.11461895