- Assessment references
- Absolum, M., Flockton, L., Hattie, J., Hipkins, R., &Reid, I. (2009) Directions for Assessment in New Zealand. http://www.tki.org.nz/r/assessment/research/mainpage/directions/
- Absolum, M. (2006). Clarity in the Classroom. Auckland: Hodder
- Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5 (1), 7–74.
- Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton.
- Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary and intermediate classroom (New Zealand ed.). Auckland: Hodder Moa Beckett.
- Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher? London: Routledge Falmer.
- Green, J. M. (1998, February). Constructing the way forward for all students. A speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint follow-up conference, Christchurch, New Zealand.
Assessment references - Assessment references
- Harlen, W. (1998) Classroom assessment: A dimension of purposes and procedures. In K. Carr (Ed.), SAMEpapers (pp. 75–87). Hamilton, New Zealand: Centre for Science, Mathematics and Technology Educational Research, University of Waikato.
- Harlen, W. (2006) On the Relationship between Assessment for Formative and Summative Purposes. In J. Gardner (Ed), Assessment and Learning (p. 104). London: Sage Publications Ltd
- Hattie, J. (1999, August). Influences on student learning. Inaugural lecture: Professor of Education, University of Auckland.
- New Zealand Curriculum On-line: http://nzcurriculum.tki.org.nz/
- Popham, W.J. (2008). Transformative Assessment (p.7). Virginia, USA: ASCD
- Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–44.
- Wiliam, D (2008, August). When is assessment learning-oriented? A presentation delivered at 4th Biennial EARLI/Northumbria Assessment Conference, Potsdam, Germany
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