Volume 45, Issue 1

March 2018

Special Issue: Student Agency in Classroom Assessment

Issue Editors:

8 articles in this issue

Diverse perspectives on student agency in classroom assessment
Lenore Ellen Adie
Jill Willis
Fabienne Michelle Van der Kleij
EditorialNotes 17 February 2018 Pages: 1 - 12
Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going
Ernesto Panadero
Heidi Andrade
Susan Brookhart
OriginalPaper 08 February 2018 Pages: 13 - 31
What starts to happen to assessment when teachers learn about their children’s informal learning?
Roseanna Bourke
John O’Neill
Judith Loveridge
OriginalPaper 17 February 2018 Pages: 33 - 50
Assessment for learning as support for student self-regulation
Margaret Heritage
OriginalPaper 07 February 2018 Pages: 51 - 63
Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition
Heather Braund
Christopher DeLuca
OriginalPaper 08 February 2018 Pages: 65 - 85
Descriptive feedback: student voice in K-5 classrooms
Carol Rodgers
OriginalPaper 10 February 2018 Pages: 87 - 102
Designing out barriers to student access and participation in secondary school assessment
Linda J. Graham
Haley Tancredi
Kelli McGraw
OriginalPaper Open access 14 February 2018 Pages: 103 - 124
Not playing the game: student assessment resistance as a form of agency
Lois R. Harris
Gavin T. L. Brown
Joanne Dargusch
OriginalPaper 13 February 2018 Pages: 125 - 140

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