| 1 |
Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary schools
Guo, W.
Vol. 63 pp. 48-58
|
2019 |
253
|
| 2 |
Development of the ecological concepts of energy flow and materials cycling in middle school students participating in earth education programs
Johnson, B.
Vol. 63 pp. 94-101
|
2019 |
223
|
| 16 |
Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language
Vattøy, K.
Vol. 64 pp. 0-0
|
2020 |
216
|
| 8 |
Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception
Torres, J.
Vol. 64 pp. 0-0
|
2020 |
196
|
| 13 |
Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic reading
Aryadoust, V.
Vol. 64 pp. 0-0
|
2020 |
172
|
| 14 |
Test fairness: Examining differential functioning of the reading comprehension section of the GSEEE in China
Min, S.
Vol. 64 pp. 0-0
|
2020 |
166
|
| 10 |
Effect of problem-based learning in pharmacology education: A meta-analysis
Liu, L.
Vol. 60 pp. 43-58
|
2019 |
151
|
| 7 |
Do student and survey characteristics affect the quality of UK undergraduate medical education course evaluation? A systematic review of the literature
Nicolaou, M.
Vol. 62 pp. 92-103
|
2019 |
143
|
| 9 |
Students’ perceptions of assessment quality related to their learning approaches and learning outcomes
Gerritsen-van, Leeuwenkamp K.
Vol. 63 pp. 72-82
|
2019 |
142
|
| 5 |
Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment
DeLuca, C.
Vol. 61 pp. 159-169
|
2019 |
125
|
| 20 |
Feeding back research results – Changes in principal and teacher narratives about student participation
Zala-Mezö, E.
Vol. 65 pp. 0-0
|
2020 |
105
|
| 18 |
Corrigendum to “The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class” (Studies in Educational Evaluation (2020) 64, (S0191491X19300823), (10.1016/j.stueduc.2019.100821))
Shen, B.
Vol. 64 pp. 0-0
|
2020 |
104
|
| 6 |
Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps
Lan, C.
Vol. 61 pp. 112-122
|
2019 |
104
|
| 15 |
Action research as a methodology for professional development in leading an educational process
Klima, Ronen I.
Vol. 64 pp. 0-0
|
2020 |
99
|
| 11 |
English-medium instruction Calculus in Confucian-Heritage Culture: Flipping the class or overriding the culture?
Karjanto, N.
Vol. 63 pp. 122-135
|
2019 |
96
|
| 19 |
Applying Q methodology to teacher evaluation research
Rodl, J.E.
Vol. 65 pp. 0-0
|
2020 |
92
|
| 3 |
Understanding how teachers practise inclusive classroom assessment
Lin, P.
Vol. 63 pp. 113-121
|
2019 |
86
|
| 17 |
The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class
Shen, B.
Vol. 64 pp. 0-0
|
2020 |
83
|
| 12 |
Teaching reading strategies in history lessons: A micro-level analysis of professional development training and its practical challenges
ter, Beek M.
Vol. 63 pp. 26-40
|
2019 |
76
|
| 4 |
Assessment as learning in primary writing classrooms: An exploratory study
Lee, I.
Vol. 62 pp. 72-81
|
2019 |
48
|
