Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Askham, P. (1997). An instrumental response to the instrumental student: assessment for learning. Studies in Educational Evaluation, 23(4), 299–317.
Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education: Principles, Policy & Practices, 5, 103–110.
Birenbaum, M., & Dochy, F. (1996). Alternative in assessment of achievements, learning processes andprior knowledge. Boston: Kluwer Academic Publishers.
Black, P., & Dylan, W (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practices, 5, 7–74.
Como, L., & Rohrkemper, M. (1985). The intrinsic motivation to learn. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol, 2). The classroom milieu (pp. 53–85). New York: Academic Press.
Cronbach, L. J. (1989). Construct validation after thirty years. In R. L. Linn (Eds.), Intelligence: Measurement, theory and public policy. (pp. 147–171).
Crooks, T. (1998). The impact of Classroom Evaluation Practices on Students. Review of Educational Research, 58(4), 438–481.
Deci, E. L.(1975). Intrinsic motivation and self-determination in human behavior. New York: Irvington.
Dierick, S, & Dochy, F. (2001). New lines in edumetrics: new forms of assessment lead to new assessment criteria. Studies in Educational Evaluation, 27, 307–329.
Dochy, F. (1999). Instructietechnologie en innovatie van probleemoplossen: over constructiegericht academisch onderwijs. Utrecht: Lemma.
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education, 24(3), 331–350.
Dochy, F., & Moerkerke, G. (1997). The present, the past and the future of achievement testing and performance assessment. International Journal of Educational Research, 27(5), 415–432.
Dochy, F., & Mc Dowell, L. (1997). Assessment as a tool for learning. Studies in Educational evaluation, 23, 279–298.
Entwistle, N. J. (1988). Motivational factors in student’s approaches to learning. In R. R. Smeck (Ed.), Learning strategies and learning styles. Perspectives on individual differences (pp. 21–51). New York: Plenum Press.
Entwistle, N. J. (2000a). Approaches to studying and levels of understanding: The influences of teaching and assessment. In J. Smart (Ed.), Higher Education: Handbook of theory and research (XV) (pp. 156–218). New York: Agathon Press.
Entwistle, N. J. (2000b). Constructive alignment improve the quality of learning in higher education. Paper presented at the Dutch Educational Research Conference, University of Leiden, May 24, 2000.
Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self-assessments. Assessment and Evaluation in Higher Education, 11(2), 146–166.
Falchikov, N. (1995). Peer Feedback Marking: Developing Peer Assessment. Innovations in Education and Training International, 32(2), 395–430.
Frederiksen, J. R., & Collins, A. (1989). A system approach to educational testing. Educational researcher, 18(9), 27–32.
Gipps, P. (1993). Reliability, validity and manageability in large scale performance assessment. Paper presented at the AERA Conference, April, Atlanta.
Gipps, P. (1994). Beyond testing: towards a theory of educational assessment. London: The Falmer Press. (p. 119).
Gibbs, G. (2002). Evaluating the impact of formative assessment on student learning behavior. Paper presented at the EARLI/Northumbria Assessment conference, Longhirst, UK, August 29.
Haertel, E. H. (1991). New forms of teacher assessment. Review of research in education, 17, 3–29.
Kane, M. (1992). An argument-based approach to validity. Psychological Bulletin, 112, 527–535.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 383–434). Hillsdale, NJ: Erdbaum.
Kleinasser, A., Horsch, E., & Tustad, S. (1993). Walking the talk: moving from a testing culture to an assessment culture. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA, April 1993.
Linn, R. L., Baker, E., & Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 16, 1–21.
Marton, F., Hounsell, D. J., & Entwistle, N. J. (1996). The experience of learning. Edinburgh: Scottish Academic Press.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning. Outcomes and process. Britisch Journal of Educational Psychology, 46, 4–11, 115-127.
McDowell, L. (1995 of 1996). The impact of innovative assessment on student learning. Innovations in Education and Training International, 32(4), 302–313.
Messick, S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18(2), 5–11.
Miller, C. M., & Parlett, M. (1974). Up to the mark: A study of the examination game. London: Society for Research in Higher Education.
Nevo, D. (1995). School-based evaluation: A dialogue for school improvement. London: Pergamon.
Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: SRHE & Open University Press
Ramsden, P. (1984). The context of learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning. Edinburgh: Scottish Academic press.
Ramsden, P. (1992). Student learning and perceptions of the academic environment, Higher Education, 8, 411–428.
Ramsden, P. (1988). Improving learning. New perspectives. London: Kogan page.
Ryan, R. M., Connell J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol2. The Classroom milieu. New York: Academic Press.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–85.
Sambell, K., McDowell, L., & Brown, S. (1997). But is it fair?: An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349–371.
Schunk, D (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48–58.
Scouller, K. (1998). The influence of assessment method on student’s learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453–472.
Scouller, K. & Prosser, M. (1994). Students’ experiences in studying for multiple-choice question examinations. Studies in Higher Education, 19, 267–279.
Shavelson, R. (2002). Evaluating new approaches to assessing learning. Invited address at the EARLI/Northumbria Assessment conference, Longhirst, UK, August 28.
Struyf, E., Vandenberghe, R., & Lens, W. (2001). The evaluation practice of teachers as a learning opportunity for students. Studies in Educational Evaluation, 215–238.
Thomas, P., & Bain, J. (1984). Contextual dependence of learning approaches: The effects of assessments. Human Learning, 3, 227–240.
Thomson, K., & Falchikov, N. (1998). Full on until the sun comes out: the effects of assessment on student approaches to studying. Assessment & Evaluation in Higher Education, 23(4), 379–390.
Trigwell, K., & Prosser, M. (1991). Relating approaches to study and quality of learning approaches at the course level. British Journal of Educational Psychology, 61, 265–275.
Van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73–83.
Wolf, D., Bixby, J., Glenn, J., III, & Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. Review of Research in Education, 17, 31–73.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Kluwer Academic Publishers
About this chapter
Cite this chapter
Gielen, S., Dochy, F., Dierick, S. (2003). Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects. In: Segers, M., Dochy, F., Cascallar, E. (eds) Optimising New Modes of Assessment: In Search of Qualities and Standards. Innovation and Change in Professional Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/0-306-48125-1_3
Download citation
DOI: https://doi.org/10.1007/0-306-48125-1_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1260-0
Online ISBN: 978-0-306-48125-3
eBook Packages: Springer Book Archive