Understanding Educational Assessment

Literature list

Anderson, L., & Östlund, D. (2017). Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden. Problems of Education in the 21st Century, 75(6), 508-524. https://researchportal.hkr.se/ws/portalfiles/portal/40828047/FULLTEXT01.pdf. (16 p.).

Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, B. McGaw (Eds.), International Encyclopedia of Education (p. 359-364). Elsevier. (5 p.)

Bohlinger, S. (2017). Comparing recognition of prior learning (RPL) across countries. In M. Mulder
(Ed.), Competence-based Vocational and Professional Education, Technical and Vocational Education and Training: Issues, Concerns and Prospects (p. 589-606). Springer International Publishing. (19 p.).

Carless, D. (2017). Students’ experiences of assessment for learning. In D. Carless et. al. (Eds.), Scaling up Assessment for Learning in Higher Education (p. 113-126). Springer Nature. (14 p.).

Daugherty, R. (2010). Summative assessment by teachers. In P. Peterson, E. Baker, B. McGaw (Eds.), International Encyclopedia of Education (p. 384-391). Elsevier. (7 p.).

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102%2F003465430298487. (31 p.).

Herman, J. & Cook, L. (2020). Fairness in classroom assessment. In S.M. Brookhart & J.H. McMillan (Eds.). Classroom Assessment and Educational Measurement (1st ed.), p. 243-264. Routledge. https://doi.org/10.4324/9780429507533. (21 p.).

Hirsh, Å. (2020). When assessment is a constant companion: Students’ experiences of instruction in an era of intensified assessment focus. Nordic Journal of Studies in Educational Policy, 6(2), 89-102.
https://doi.org/10.1080/20020317.2020.1756192. (13 p.).

Kane, M.T. & Wools, S. (2020). Perspectives on the validity of classroom assessments. In S.M. Brookhart & J.H. McMillan (Eds.). Classroom Assessment and Educational Measurement (1st ed.), p. 11-26. Routledge. https://doi.org/10.4324/9780429507533. (15 p.).

Lundahl, C., & Serder, M. (2020). Is PISA more important to school reforms than educational research? The selective use of authoritative references in media and in parliamentary debates. Nordic Journal of Studies in Educational Policy, 6(3), 193-206. https://doi.org/10.1080/20020317.2020.1831306. (13 p.).

Lundqvist, E., & Ryder, J. (2020). The transformation of teaching habits in relation to the introduction of grading and national testing in science education in Sweden. Research in Science Education, 50(1), 151-173. https://doi.org/10.1007/s11165-017-9684-5. (22 p.).

Newton, P. E. (2010). The multiple purposes of assessment. In P. Peterson, E. Baker, B. McGaw (Eds.), International Encyclopedia of Education (p. 392-396). Elsevier. (4 p.).

Nortvedt, G. A., Wiese, E., Brown, M., Burns, D., McNamara, G., O’Hara, J., Altrichter, H., Fellner, M., Herzog-Punzenberger, B., Nayir, F., & Taneri, P. O. (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability, 32(1), 5–27. https://doi.org/10.1007/s11092-020-09316-w. (22 p.).

Reed, A. (2020). Micro-credentials and the role of evidence: increasing the potential for learner-centeredness, inclusivity and an expansive model of assessment and credentialing. International Journal of Information and Learning Technology, 40(5), 401-412. https://doi.org/10.1108/IJILT-12-2022-0228. (11 p.).

Rutkowski, D., & Rutkowski, L. (2016). What teachers can't and can learn from international assessments. Working Paper. Centre for Educational measurement, University of Oslo. Available at: https://www.uv.uio.no/cemo/english/about/news-events-andpublications/publications/documents/working-paper-david-and-leslie-rutkowski-(2)-june-2016.pdf (12 p.).

Singh, M. (2015). Key concepts, definitions and assumptions. In M. Singh (Ed.), Global Perspectives on Recognising Non-formal and Informal Learning (p. 17-46). Springer International Publishing. (30 p.).

SOU 2020:43. Bygga, bedöma, betygssätta – betyg som bättre motsvarar elevernas kunskaper. https://www.regeringen.se/rattsliga-dokument/statens-offentliga-utredningar/2020/08/sou-
202043/ NB: English summary only (p. 33-42) (9 p.).

During the course, teachers may assign an additional 250 pages of literature for lectures and seminar discussions. Additionally, students will select approximately 250 pages of literature to complete course assignments.