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Primary teachers’ attitudes, intentions and practices regarding formative assessment
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Assessment for learning in the Hong Kong assessment reform: a case of policy borrowing
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What is assessment for learning?
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Web-based quiz-game-like formative assessment: development and evaluation
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Peer assessment for learning from a social perspective: the influence of interpersonal variables and structural features
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Inclusive education in the Czech republic: a scoping review of a paradigm shift
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Assessment—summative and formative—some theoretical reflections
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Getting to the heart of authentic assessment for learning
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From formative assessment to assessment for learning: a path to success in standards-based schools
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Belonging in an age of exclusion
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Focus on formative feedback
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Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment
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Is technology always helpful?: a critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools
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Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry
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Formative assessment in mathematics: mediated by feedback’s perceived usefulness and students’ self-efficacy
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Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going
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What is meant by inclusion? An analysis of European and north American journal articles with high impact
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Implementing formative assessment in primary physical education: teacher perspectives and experiences
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Dual-language books as an emergent-literacy resource: culturally and linguistically responsive teaching and learning
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Inkluzívne vzdelávanie ako výzva ku komplexnej spoločenskej a politickej zmene
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How teachers engage with assessment for learning: lessons from the classroom
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Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types
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