AERA, APA, & NCEM. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly: An International Journal, 2(1), 1–34. http://doi.org/10.1207/s15434311laq0201_1. Accessed 25 June 2016.
Bachman, L. F., & Palmer, A. S. (2010). Language assessment practice: Developing language assessments and justifying their use in the real world. Oxford: Oxford University Press.
Baird, J.-A., Hopfenback, T. N., Newton, P. E., Stobart, G., & Steen-Utheim, A. T. (Eds.). (2014). Assessment and learning: State of the field review. Oslo: Knowledge Center for Education.
Berge, K. L., Evensen, L. S., Thygesen, R. (2016a). The wheel of writing: a model of the writing domain for the teaching and assessing of writing as a key competency. The Curriculum Journal, 27(2), 172–189. http://doi.org/10.1080/09585176.2015.1129980. Accessed 26 June 26 2016.
Berge, K. L., Skar, G. B., Matre, S., Solheim, R., Evensen, L. S., Ones, H., Thygesen, R. (2016b). Introducing new semiotic tools for writing instruction and writing assessment: Effects on students’ writing proficiency. Submitted.
Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. http://doi.org/10.1080/0969595980050102. Accessed 20 June 2016.
Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Cambridge: University of Cambridge School of Education.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria: ASCD.
Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40–57. http://doi.org/10.1287/orsc.2.1.40. Accessed 20 June 2016.
Cicourel, A. V. (1996). Ecological validity and ‘white room effects’: The interaction of cognitive and cultural models in the pragmatic analysis of elicited narratives from children. Pragmatics & Cognition, 4(2), 221–264. http://doi.org/10.1075/pc.4.2.04cic. Accessed 20 June 2016.
Cizek, G. J. (2012). Setting performance standards: Foundations, methods, and innovations (2nd ed.). New York: Routledge.
Cuban, L. (2009). Hugging the middle: How teachers teach in an era of testing and accountability. New York: Teachers College Press.
DeLuca, C., & Hughes, S. (2014). Assessment in early primary education: An empirical study of five school contexts. Journal of Research in Childhood Education, 28(4), 441–460. http://doi.org/10.1080/02568543.2014.944722. Accessed 25 June 2016.
Diederich, P. B. (1974). Measuring growth in English. Urbana: National Council of Teachers of English.
Evensen, L. S. (2013). Applied linguistics. Towards a new integration? London: Equinox Publishing.
Evensen, L. S., Berge, K. L., Thygesen, R., Matre, S., Solheim, R. (2016). Standards as a tool for teaching and assessing cross-curricular writing. The Curriculum Journal, 27(2), 229–245. http://doi.org/10.1080/09585176.2015.1134338. Accessed 20 June 2016.
Gardner, J. (2006). Assessment for learning: A compelling conceptualization. In J. Gardner (Ed.), Assessment and learning (pp. 197–204). London: SAGE.
Gorman, T. P., Purves, A. C., & Degenhart, R. E. (Eds.). (1988). The IEA study of written composition I. The international writing tasks and scorings scales. Oxford: Pergamon Press.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. http://doi.org/10.3102/003465430298487. Accessed 20 June 2016.
Hopfenbeck, T., Tolo, A., Florez, T., & El Masri, Y. (2013). Balancing accountability and trust. Paris: Organisation for Economic Co-operation and Development.
Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. http://doi.org/10.1111/jedm.12000. Accessed 26 June 2016.
Kane, M. T. (2015). Validitet [Validity]. In G. Skar & M. Tengberg (Eds.), Bedömning i svenskämnet [Assessment in the School Subject Swedish] (pp. 212–237). Stockholm: Natur och kultur.
Katz, L. G. (2007). Standards of experience. Young Children, 62(3), 94–95. http://www.jstor.org/stable/42730032. Accessed 26 June 2016.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Matre, S., & Solheim, R. (2014). Lærarsamtalar om elevtekstar – mot eit felles fagspråk om skriving og vurdering [Teacher talk about student texts - towards a shared meta-language on writing and assessment]. In R. Hvistendahl & A. Roe (Eds.), Alle tiders norskdidaktiker [A mother tongue educator for all times] (pp. 219–244). Oslo: Novus forlag.
Matre, S., & Solheim, R. (2015). Writing education and assessment in Norway: towards shared understanding, shared language and shared responsibility. L1 Educational Studies in Language and Literature, 15, 1–33. http://doi.org/10.17239/L1ESLL-2015.15.01.05. Accessed 25 June 2016.
McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass correlation coefficients. Psychological Methods, 1(1), 30–46.
Mertz, E., & Parmentier, R. J. (Eds.). (1985). Semiotic mediation: Sociocultural and psychological perspectives. Orlando: Academic Press.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). New York: American Council on Education.
Parr, J., & Brown, G. (2015). Learning about writing: A consideration of the recently revised baTTle: writing. Curriculum Matters, 11, 134–154. http://doi.org/10.18296/cm.0008. Accessed 20 June 2016.
Purves, A. C. (1986). Rhetorical communities, the international student and basic writing. The Journal of Basic Writing, 5(1), 38–51.
Pyle, A., & DeLuca, C. (2013). Assessment in the kindergarten-classroom: An empirical study of teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373–380. http://doi.org/10.1007/s10643-012-0573-2. Accessed 25 June 2016.
Scullen, S. E., Mount, M. K., Goff, M. (2000). Understanding the latent structure of job performance ratings. Journal of Applied Psychology, 85(6), 956–970. http://doi.org/10.1037//00219010.85.6.956. Accessed 25 June 2016.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. http://doi.org/10.3102/0034654307313795. Accessed 25 June 2016.
Skar, G. B., Evensen, L. S., Iversen, J. M. (2015). Læringsstøttende prøver i skriving 2014. Teknisk rapport [Formative Writing Assessment Package 2014. Technical Report]. Trondheim: Nasjonalt senter for skriveopplæring og skriveforsking.
Weigle, S. C. (1998). Using FACETS to model rater training effects. Language Testing, 15(2), 263–287. http://doi.org/10.1177/026553229801500205. Accessed 20 June 2016.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3–14.