M.Ed. Education Assessment(EA): EDUEA3 - Assessment and Pedagogy

•  
• Hussain, H., Corner, L. & Mayo, E. (2014). Envisioning curriculum as six simultaneities.Complicity: An International Journal of Complexity and Education, 11 (1), 59‐84.
• Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 1-25.
• Young, M. (2014). Curriculum theory: what it is and why it is important. Cadernos de Pesquisa, 44(151), 190-202James, M. (2017). (Re)viewing assessment: Changing lenses to refocus on learning. Assessment in Education: Principles, Policy & Practice, 24(3), 404-414.
• Hill, M. F., Ell, F., Grudnoff, L., Haigh, M., Cochran-Smith, M., Chang, W. C., & Ludlow, L. (2017). Assessment for equity: learning how to use evidence to scaffold learning and improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185-204
• Hui, S. K. F., Brown, G. T., & Chan, S. W. M. (2017). Assessment for learning and for accountability in classrooms: The experience of four Hong Kong primary school curriculum leaders. Asia Pacific Education Review, 18(1), 41-51
• Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241-256.
• Scott, S. (2014). Knowledge and the curriculum. The Curriculum Journal, 25(1), 14–28.(ECAE database).
• Armour-Thomas, E., & Gordon, E. W. (2013). Toward an understanding of assessment as a dynamic component of pedagogy. Gordon Commission
• Roberts-Holmes, G. (2015). The ‘datafication’of early years pedagogy:‘if the teaching is good, the data should be good and if there’s bad teaching, there is bad data’. Journal of Education Policy, 30(3), 302-315
• Broadfoot, P. (2017). Time to tame the leviathan? Perspectives and possibilities for a new era in assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 415-423. 

Complicity: An International Journal of Complexity and Education

Journal of Education Policy

Assessment in Education: Principles, Policy & Practice

Asia Pacific Education Review

The Australian Educational Researcher

 The Curriculum Journal

 Journal of Education Policy

Assessment in Education: Principles, Policy & Practice

• Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum foundations, principles, and issues. Pearson Education
• Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F., (2019). Curriculum leadership strategies for development and implementation (5th ed). Sage Publications
• Harlen, W. (2016). Assessment and the curriculum. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 693-709). Sage Publications
• Lambert, D., & Lines, D. (2013). Understanding assessment: Purposes, perceptions, practice. Routledge.
• Wyatt-Smith, C. M., & Looney, A. (2016). Professional standards and the assessment work of teachers. In D. Wyse, L. Hayward, & J. Pandaya (Eds.), The Sage handbook of curriculum, pedagogy and assessment (pp. 805–820)
• Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 167-178).
• Wiliam, D., & Thompson, M. (2017). Integrating assessment with learning: What will it take to make it work?. The future of assessment (pp. 53-82)
• Black, P. & Wiliam, D. (2012). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 206-230)
• Hill, M. F. (2016). Assessment for learning community: Learners, teachers and policy makers. The Sage handbook of curriculum, pedagogy and assessment, 2, 772-789.
• Stern, B. S., & Kysilka, M. L. (2008). Contemporary readings in curriculum. Sage Publications (Chapters 35 & 37)
• Curriculum, Instruction, and Assessment: Amiable Allies or Phony Friends?(chapter 35)
• Teaching for Social Justice, Diversity, and Citizenship in a Global World (chapter 37)
• Nusche, D. (2016). Student Assessment and its relationship with curriculum : Teaching and Learning in Twenty-first Century in Wyse, L. Hayward & J. Pandya 9Eds.). The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 838-852) 
• Baird, J. & Hopfenbeck, T. (2016). Curriculum in the twenty-first century and the future of examinations. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 821-836
• L. Hayward & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 725-738).
• Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd Ed.). Sage Publications. (Chapter 1).
• Drake, S. M. (2012). Creating standards-based integrated curriculum: The common core state standards edition (3rd ed). Corwin Press.
• Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F., (2019). Curriculum leadership strategies for development and implementation (5rd Ed). US: Sage (Chapter 15).
• Smith, K. (2016). Assessment for learning: A pedagogical tool. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 740-755). Sage Publications.
• Andrade, H. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 17-34).
• Westbury, I., & Milburn, G. (2007). Rethinking schooling: twenty-five years of the Journal of curriculum studies. Routledge, 2007 (Chapters 9 & 10)
• Gareis, C. & Grant, L. (2015). Teacher-made assessments: How to connect curriculum, instruction, and student learning. Routledge.