The DOI matches its Crossref record; 88 of the 97 references it cites were found in a registry or an index.
Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform
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“Extant literature has demonstrated that teachers have limited capacity and skills to engage in high quality assessment practices that move learning forward.”
From Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning (2023) · cites this paper as Willis, Adie, & Klenowski, 2013
Citations
Cites
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Communities of Practice: Learning, Meaning, and Identity
Wenger, E. (1998) · doi:10.1017/cbo9780511803932 · Cited by 23,500
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Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
A Pedagogy of Multiliteracies: Designing Social Futures
Cazden, C. (2006) · Harvard Educational Review · doi:10.17763/haer.66.1.17370n67v22j160u · Cited by 6,196
Apprenticeship in thinking: cognitive development in social context
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Rogoff, B. (1990) · doi:10.1093/oso/9780195059731.001.0001 · Cited by 4,709
A pedagogy of Multiliteracies Designing Social Futures
Cope, B., & Kalantzis, M. (1996) · doi:10.4324/9780203979402-6 · Cited by 3,323
Research works printed but not linked: 8
- Ainscow, M. (2009). Local solutions for local contexts: The development of more inclusive education systems. In (Ed.), Den inkluderende skole I et ledelsesperspektiv (Leadership perspectives on the inclusive school) Copenhagen: Rasmus Alenkaer, Frydenlund.
- Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Cambridge: University of Cambridge School of Education.
- Centre for Educational Research and Innovation. (2005). Formative assessment: Improving learning in secondary classrooms. Paris: Organisation for Economic Co-operation and Development.
- Criswell, J. (2006). Developing assessment literacy: A guide for elementary and middle school teachers. Norwood: Christopher Gordon publishers.
- Gamble, J. & Hoadley, U. (2004). Positioning the regulative order. In J. Muller, B. Davies & A. Morais (Eds.), Reading Bernstein, Researching Bernstein (pp. 61–74). London: RoutledgeFalmer.
- Gardner, J. (2009). AfL a practical guide. Belfast: Council for Curriculum Examinations and Assessment.
- Klenowski, V., Connolly, S. & Funnell, R. (in press, accepted December 2012) Examining the assessment opportunities for cultural connectedness for student learning: A sociocultural analysis. In C. Boyle (Ed.), Student Learning: Improving practice, New York: Nova Science Publishers Inc.
- Zepke, N., Leach, L., Brandon, J., Chapman, J., Neutze, G., Rawlins, P., et al. (2005). Standards-based assessment in the senior secondary school: A research synthesis. Wellington: New Zealand Qualifications Authority.
Cited by
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BAİDOO-ANU, D., & OWUSU ANSAH, L. (2023) · Journal of AI · doi:10.61969/jai.1337500 · Cited by 3,939
Baidoo-Anu, D., & Owusu Ansah, L. (2023) · doi:10.2139/ssrn.4337484 · Cited by 3,004
“In lieu of this, educators have consistently called on teachers to develop capacity to engage students in high-quality assessment practices (Earl, 2012; Wiliam, 2011; Willis, Adie, & Klenowski, 2013).”
BackgroundGrassini, S. (2023) · Education Sciences · doi:10.3390/educsci13070692 · Cited by 1,048
Teacher assessment literacy in practice: A reconceptualization
Xu, Y., & Brown, G. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.05.010 · Cited by 796
Herppich, S., Praetorius, A., Förster, N., Glogger‐Frey, I., Karst, K., Leutner, D., Behrmann, L., Böhmer, M., Ufer, S., Klug, J., et al. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.12.001 · Cited by 306
Metadata
- Authors
- Willis, J., Adie, L., & Klenowski, V.
- Affiliations
- Queensland University of Technology (AU)
- Corresponding author
- Willis, Jill
- Venue
- The Australian Educational Researcher
- Published
- 2013-03-10
- Volume
- 40
- Issue
- 2
- Pages
- 241-256
- ISSN
- 0311-6999 (ISSN-L)
- 2210-5328
- OpenAlex
- W2091981949
- Cited by
- 196
- References
- 97
- Citations by year
- 2026: 19 · 2025: 15 · 2024: 21 · 2023: 32 · 2022: 21 · 2021: 24 · 2020: 16 · 2019: 12 · 2018: 12 · 2017: 6 · 2016: 11 · 2015: 2 · 2014: 5
- FWCI
- 29.04
- Type
- journal article
- Language
- en
- Open access
- green
- eprints.qut.edu.au
- Licence
- www.springer.com/tdm (tdm)
- Locations
- The Australian Educational Researcher (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- teacher assessment literacy, classroom assessment, classification and framing, Bernstein, social practices, cultural knowledge, student learning
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