Alessi, S. M. (1988). Fidelity in the design of instructional simulations.Journal of Computer-Based Instruction, 15(2), 40–47.
Arter, J. A., & Spandel, V. (1992). An NCME instructional module on: Using portfolio of student work in instruction and assessment.Educational Measurement: Issues and Practice, 11
Biggs, J. (1996). Enhancing teaching through constructive alignment.Higher Education, 32
Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F. J. R. C. Dochy (Eds.),Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 3–29). Boston, MA: Kluwer Academic Publishers.
Birenbaum, M. (2003). New insights into learning and teaching and their implications for assessment. In M. Segers, F. Dochy, & E. Cascallar (Eds.),Optimising new modes of assessment: In search of quality and standards
(pp. 13–36). Dordrecht, The Netherlands: Kluwer Academic Publishers.CrossRef
Birenbaum, M., & Dochy, F. J. R. C. (1996).Alternatives in assessment of achievements, learning processes and prior knowledge, Boston, MA: Kluwer Academic Publishers.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher, 18
Cronin, J. F. (1993). Four misconceptions about authentic learning.Educational Leadership, 50(7), 78–80.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment in teaching in context.Teaching and Teacher Education, 16
Dierick, S., Dochy, F., & Van de Watering, G. (2001). Assessment in het hoger onderwijs: Over de implicaties van nieuwe toetsvormen voor de edumetrie. [Assessment in higher education: About the implications of new assessment forms for edumetrics].Tijdschrift voor Hoger Onderwijs, 19(1), 2–18.
Dochy, F. J. R. C., & McDowell, L. (1998). Assessment as a tool for learning.Studies in Educational Evaluation, 23
Frederiksen, N. (1984). The real test bias, influences of testing and teaching on learning.American Psychologist, 39
Gibbs, G. (1992).Improving the quality of student learning. Bristol, UK: Technical and Educational Services.
Gielen, S., Dochy, F., & Dierick, S. (2003). The influence of assessment on learning. In M. Segers, F. Dochy, & E. Cascallar (Eds.),Optimising new modes of assessment: In search of quality and standards
(pp. 37–54). Dordrecht, The Netherlands: Kluwer Academic Publishers.CrossRef
Hart, D. (1994).Authentic assessment: A handbook for education. Menlo Park, CA: Addison-Wesley Publishing Company.
Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: How university students respond to a model of authentic assessment.Higher Educational Research & Development, 17(3), 305–322.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments.Educational Technology Research and Development, 48
Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In T. M. Duffy, J. Lowyck, & D. H. Jonassen (Eds.),Desinging environments for constructive learning (pp. 88–108). Berlin: Springer-Verslag.
Huang, H. M. (2002). Towards constructivism for adult learners in online learning environments.British Journal of Educational Technology, 33
Kirschner, P. A. (2002). Three worlds of CSCL: Can we support CSCL? Heerlen: Open University of the Netherlands.
Kirschner, P. A., Martens, R. L. & Strijbos, J. W. (2004). CSCL in higher education? A framework for designing multiple collaborative environments. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.),Computer-supported collaborative learning: Vol. 3. What we know about CSCL_. And implementing it in higher education (pp. 3–30). Boston, MA: Kluwer Academic Publishers
Martens, R., Bastians, Th., & Gulikers, J. (2002). Leren met computergebaseerde authentieke taken: motivatie, gedrag en resultaten van studenten [Learning with computer-based authentic tasks: student motivation, behavior and results].Pedagogische Studiën, 79(6), 469–482.
McDowell, L. (1995). The impact of innovative assessment on student learning.Innovations in Education and Training International, 32(4), 302–313.
Meyer, C. (1992). What's the difference between authentic and performance assesment?Educational Leadership, 49(8), 39–40.
Moerkerke, G., Doorten, M., & de Roode, F. A. (1999).Constructie van toetsen voor competentiegericht curricula [Construction of assessments for competency-based curricula] (OTEC report 1999/W02). Heerlen, The Netherlands: Open Universiteit Nederland, Educational Technology Expertise Center.
Newmann, F. M. (1997). Authentic assessment in social studies: Standards and examples. In G. D. Phye (Ed.).Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 359–380). San Diego, CA: Academic Press.
Newmann, F. M., & Wehlage, G. G. (1993). Five standards for authentic instruction.Educational Leadership, 50(7), 8–12.
Nicaise, M., Gibney, T., & Crane, M. (2000). Toward an understanding of authentic learning: Student perceptions of an authentic classroom.Journal of Science Education and Technology, 9
Petraglia, J. (1998).Reality by design: The rhetoric and technology of authenticity in education. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Prodromou, L. (1995). The backwash effect: From testing to teaching.ELT Journal, 49
Reeves, T. C., & Okey, J. R. (1996). Alternative assessment for constructivist learning environments. In B. G. Wilson (Ed.).Constructivist learning environments: Case studies in instructional design (pp. 191–202). Englewood Cliffs, NJ: Educational Technology Publications.
Resnick, L. B. (1987). Learning in school and out.Educational Leadership, 16(9), 13–20.
Sambell K., & McDowell, L. (1998). The construction of the hidden curriculum: Messages and meanings in the assessment of student learning.Assessment and Evaluation in Higher Education, 23(4), 391–402.
Sambell, K., McDowell, L., & Brown, S. (1997). But is it fair?: An exploratory study of student perceptions of the consequential validity of assessments.Studies in Educational Evaluation, 23
Savery, J., & Duffy, T. (1995). Problem based learning: An instructional model and its constructivist framework.Educational Technology, 35, 31–38.
Schnitzer, S. (1993). Designing and authentic assessment.Educational Leadership, 50(7), 32–35.
Segers, M., Dierick, S., & Dochy, F. (2001). Quality standards for new modes of assessment. An exploratory study of the consequential validity of the OverAll test.European Journal of Psychology of Education, 16
Segers, M., Dochy, F., & Cascallar, E. (2003).Optimising new modes of assessment: In search of qualities and standards. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Segers, M., Dochy, F., & De Corte, E. (1999). Assessment practices and students' knowledge profiles in a problem-based curriculum.Learning Environments Research, 2
Slavin, R. E. (1989). Research on cooperative learning: An international perspective.Journal of Educational Research, 33, 231–243.
Sluijsmans, D. (2002).Student involvement in assessment: the training of peer assessment skills. Unpublished doctoral dissertation, Open University of the Netherlands, Heerlen, The Netherlands.
Sweller, J., Van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design.Educational Psychology Review, 10
Torrance, H. (1995).Evaluating authentic assessment. Buckingham, UK: Open University Press.
Uhlenbeck, A. (2002).The development of an assessment procedure for beginning teachers of English as a foreign language. Unpublished doctoral dissertation, University of Leiden, Leiden, The Netherlands.
Van Merriënboer, J. J. G. (1997).Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications
Wiggins, G. (1989). Teaching to the (authentic) test.Educational Leadership, 46(7), 41–47.
Wiggins, G. P. (1993).Assessing student performance: Exploring the purpose and limits of testing. San Francisco, CA: Jossey-Bass/Pfeiffer.