Õppematerjalis viidatud allikad

Andrade, H. L. , Wang, X. , Du, Y. , & Akawai, R. L. (2009) Rubric-Referenced Self-Assessment and Self-Efficacy for Writing. The Journal of Educational Research, 102(4), 287-301.

Bennett, R. , E. (2011) Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5-25.

Black, P. , & Wiliam, D. (1998a) Assessment and Classroom Learning.Assessment in Education, Vol. 5, No. 1, pp. 7-74.

Black, P. , Wiliam, D. (1998b) Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2): 139-148.

Black, P. , & Wiliam, D. (2009) Developing the theory of formative assessment.Educ Asse Eval Acc, 21, 5-31.

Black, P. , Harrison, C. , Lee, C. , Marshall, B. ,Wiliam, D. (2002) Working inside the black box: assessment for learning in the classroom London: King’s College.

Brookhart, S. M. (2007/2008) Feedback That Fits. Educational Leadership, 65(4), 54-59.

Brookhart, S. M (2008) How to give effective feedback to your students. http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-Their-Purposes.aspx

Brookhart, S. M. , Moss, C. M. , & Long, B. A. (2009) Promoting Student Ownership of Learning Through High-Impact Formative Assessment Practices. Journal of MultiDisciplinary Evaluation, 6(12), 52-67.

Butler, R. (1988) Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. – British Journal of Educational Psychology, No. 58, pp. 1-14.

Chan, P. E., Konrad, M., Gonzalez, V., Peters M. T., Ressa, V. (2014) The Critical Role of Feedback in Formative Instructional Practices. Intervention in School and Clinic  online 29 May 2014. pp 1-9.

Elliot, A. J. , Murayama, K. (2008) On the measurement of achievement goals: Critique, illustration, and application. – Journal of Educational Psychology, No. 100,pp. 613-628.

Fisher, D., Frey, N (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. The Association of Supervision and Curriculum Development ASCD.

Gordon, T. , & Burch, N. (2006) Õpetajate kool. Kuidas tunda ennast õpetajana paremini. OÜ Väike Vanker.

Gümnaasiumi riiklik õppekava (2011).

Hattie, J. (2012). Know thy IMPACT. Educational Leadership, 70, 18–23.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112

Hindamismäärus (2000) Õpilaste hindamise, järgmisse klassi üleviimise ning klassikursust kordama jätmise alused, tingimused ja kord. Haridusministri määrus 33 RTL 2000, 102, 1601.

Hutchinson, C. , & Hayward, L. (2005) The journey so far: Assessment for learning in Scotland. The Curriculum Journal, 16(2), 225-248.

Jürimäe, M. , Kärner, A. (2011) Hindamise koolikorralduslikud lahendused: õpilase käitumise (sh hoolsuse) hindamine ja kujundav hindamine. Tartu: Tartu Ülikooli Haridusuuringute ja õppekavaarenduse keskus.

Jürimäe, M. , Kärner, A. , & Lamesoo, K. (2012). Kujundava hindamise projekti I etapi uurimistulemuste aruanne. Tartu: Haridusuuringute ja õppekavaarenduse keskus.

Kitsing, M. (2012) Kõrgemate ja madalamate tulemustega koolide võrdlus. Mikk, J. , Kitsing, M. , Must, O. , Säälik, Ü. , & Täht, K. (Koost), Eesti PISA 2009 kontekstis: tugevused ja probleemid. Programmi Eduko uuringutoetuse kasutamise lepingu aruanne ( lk 46-61). Tartu: Eduko. http://www. hm. ee/index. php?048181

Käis, J. (1996) Kooli-raamat. Eesti mõttelugu 10 (koostaja Ferdinand Eisen). Ilmamaa, Tartu.

Lukki, T. ( 2001) Loodusõpe kui süsteem. Tallinn: Ilo

OECD, Centre for Educational Research and Innovation (2005) Formative Assessment. Improving Learning in Secondary Classrooms

OECD/CERI (2008) Assessment for learning: Formative assessment. International Conference, Learning in the 21st Century: Research, Innovation and Policy. Paris: OECD

Panadero, E. , Tapia, J. A. , & Huertas, J. A. (2012) Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education.Learning and Individual Differences, 22, 806-813.

Perie, M. , Marion, S. , & Gong, B. (2007) The role of interim assessments in a comprehensive assessment system: A policy brief. http://www. nciea. org/publications/PolicyBriefFINAL. pdf

Popham, J. W. (2009) Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice, 48, 4-11.

Pryor, J. , & Crossouard, B. (2005) A Sociocultural Theorization of Formative Assessment. Paper prepared for the Sociocultural Theory in Educational Research and Practice Conference, University of Manchester. UK: University of Sussex.

Pulfrey, C., Buchs, C., Butera, F. (2011). Why Grades Engender Performance-Avoidance Goals: The Mediating Role of Autonomous Motivation. – Journal of Educational Psychology, Vol. 103, No. 3, pp.: 683-700.

Põhikooli riiklik õppekava. (2011) https://www. riigiteataja. ee/akt/120092011009

Rust, C. (2001) A Briefing of Assessment of Large Groups. LTSN Generic Centre, Assessment Series 12

Sadler, R. D. (1989) Formative assessment and the design of instructional systems. Instructional Sciense 18, 119-144.

Sahlberg, P. ( 2007) Education Policies for Rasing Student Learning: the Finnish Approach. Journal of Education Policy. Vol. 22 No. 2 pp. 147-171.

Schneider, M. C. , & Meyer, J. P. (2012) Investigating the Efficacy of a Professional Development Program in Formative Classroom Assessment in Middle School English Language Arts and Mathematics. Journal of MultiDisciplinary Evaluation, 8(17), 1-24.

Senge, P. , Cambron-McCabe, N. , Lucas, T. , Smith, B. , Dutton, J. , Kleiner, A. (2009) Õppiv kool. Viie distsipliini käsiraamat haridustöötajatele, lapsevanematele ja kõigile, kellele haridus korda läheb. Tartu: Atlex

Shute, V. J. (2008). Focus on formative feedback. Review of  Educational Research, 78, 153–189

Skipper, Y., & Douglas, K. (2011). Is no praise good praise? Effects of positive feedback on children’s and university students’ responses to subsequent failures. British Journal of Educational Psychology, 82(2), 327–339.

Soome üldhariduse riiklik õppekava (2004) http://www. oph. fi/english/publications/2009/national_core_curricula_for_basic_education

Stiggins, R. , & Chappuis, J. (2005) Using Student-Involved Classroom Assessment to Close Achievement Gaps. Theory into Practice, 44(1), 11-18.

Tiisvelt. L. (2013) Kujundavat hindamist juurutavas professionaalses õpikogukonnas osalenud ning mitte osalendu õpetajate õpikäsituse võrdlus. Magistritöö. Tartu Ülikool.

Toomela, A. (2011) Kujundava hindamise teoreetilised probleemid ja neist tulenevad rakenduslikud järeldused. http://www. ut. ee/curriculum/orb. aw/class=file/action=preview/id=961631/Toomela. pdf

Tyler, R. (1969) Basic Principes of Curriculum and Instruction. The University of Chicago Press: Chicago and London.

Vygotsky, L. S. (1978) Mind in Society: Development of Higher Psychological Processes, Cambridge: Harward University Press.

Yeh, S. (2010) Understanding and addressing the achievement gap through individualized instruction and formative assessment. – Assessment in Education: Principles, Policy & Practice Vol. 17 , No. 2, pp. 169-182

Wiggins G.P. ja McTighe J.M.  (2006) Understanding by Design. Pearson: Merrill Prentice Hall