Uppeldi og menntun - 01.01.2011, Side 115

Uppeldi og menntun - 01.01.2011, Side 115
Uppeldi og menntUn/icelandic JoUrnal of edUcation 20 (1) 2011 115 meyVant ÞÓrÓlfSSon, ingVar SigUrgeirSSon og JÓHanna KarlSdÓttir hEimildir Allyson Macdonald og Meyvant Þórólfsson. (2006). Náttúrufræðimenntun á Austur- landi. Haust 2006. Skýrsla 1: Grunnskólinn Egilsstöðum og Eiðum. Rannsóknarverk- efnið Vilji og veruleiki. Reykjavík: Rannsóknarstofnun Kennaraháskóla Íslands. Bell, B. (2000). Formative assessment and science education: A model and theorizing. Í R. Millar, J. Leach og J. Osborne (ritstjórar), Improving science education: The con- tribution of research (bls. 48–61). Buckingham: Open University Press. Bennett, J. (2003). Teaching and learning science: A guide to recent research and its application. London: Continuum. Black, P. og Wiliam, D. (1998a). Inside the black box: Raising standards through class- room assessment. Phi Delta Kappan, 80, 139–149. Black, P. og Wiliam, D. (1998b). Assessment and classroom learning. Assessment in Education, 5, 7–74. Bloom, B. S. (ritstjóri). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1. Cognitive domain. New York: David McKay. Bloom, B. S., Hastings, J. T. og Madaus, G. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill. Brookhart, S. M. (1994). Teachers’ grading: Practice and theory. Applied Measurement in Education, 7, 279–301. Cizek, G. J., Fitzgerald, S. M. og Rachor, R. A. (1995). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3, 159–179. Dysthe, O. (2008). The challenges of assessment in a new learning culture. Í A. Havnes og L. McDowell (ritstjórar), Balancing dilemmas in assessment and learning in contem- porary education (bls. 15–28). New York: Routledge. Enger, S. K. og Yager, R. E. (2001). Assessing student understanding in science: A standards- based K-12 handbook. Thousand Oaks: Corwin. Erna I. Pálsdóttir. (2006). Námsmat í höndum kennara. Meistaraprófsritgerð: Háskólinn á Akureyri. Gronlund, N. E. og Waugh, C. K. (2009). Assessment of student achievement (9. útgáfa). Upper Saddle River: Pearson. Ingvar Sigurgeirsson, Jóhanna Karlsdóttir og Meyvant Þórólfsson. (2009). Hvernig er námsmati í íslensku háttað í grunnskólum? Skíma, 32(1), 34–38. Krathwohl, D. R., Bloom, B. S. og Masia, B. B. (ritstjórar). (1964). Taxonomy of educa- tional objectives: The classification of educational goals. Handbook 2. Affective domain. New York: David McKey. Marzano, R. J. 2001. Designing a new taxonomy of educational objectives. Thousand Oaks: Corwin. McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading prac- tices. Educational Measurement: Issues and Practice, 20(1), 20–32. McMillan, J. H., Myran, S. og Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95, 203–213. Menntamálaráðuneytið, Skólarannsóknadeild. (1979). Um námsmat. Reykjavík: Höfundur.
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