Gavin T L Brown
Gavin T L Brown
University of Auckland; Education University of Hong Kong; University of Umea, Sweden
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Teachers' conceptions of assessment: Implications for policy and professional development
GTL Brown
Assessment in Education: Principles, Policy & Practice 11 (3), 301-318, 2004
Mixing interview and questionnaire methods: Practical problems in aligning data
Practical Assessment Research & Evaluation 15 (1), 2010
Students’ conceptions of assessment: Links to outcomes
GTL Brown, GHF Hirschfeld
Assessment in Education: Principles, Policy & Practice 15 (1), 3-17, 2008
Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment
GTL Brown, KJ Kennedy, PK Fok, JKS Chan, WM Yu
Assessment in education: principles, policy & practice 16 (3), 347-363, 2009
Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system
GTL Brown, K Glasswell, D Harland
Assessing writing 9 (2), 105-121, 2004
Student self-assessment
GTL Brown, LR Harris
The SAGE handbook of research on classroom assessment, 367-393, 2013
Conceptions of assessment: Understanding what assessment means to teachers and students
G Brown
Nova Science Publishers, 2008
Teacher assessment literacy in practice: A reconceptualization
Y Xu, GTL Brown
Teaching and Teacher Education 58, 149-162, 2016
Opportunities and obstacles to consider when using peer-and self-assessment to improve student learning: Case studies into teachers' implementation
LR Harris, GTL Brown
Teaching and Teacher Education 36, 101-111, 2013
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes
GTL Brown, R Lake, G Matters
Teaching and Teacher Education 27 (1), 210-220, 2011
Teachers’ conceptions of assessment
GTL Brown
University of Auckland, 2003
Teachers' conceptions of assessment: Validation of an abridged version
GTL Brown
Psychological reports 99 (1), 166-170, 2006
Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
GTL Brown, LR Harris, J Harnett
Teaching and Teacher Education 28 (7), 968-978, 2012
The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students
LR Harris, GTL Brown
Assessment in Education: Principles, Policy & Practice 16 (3), 365-381, 2009
Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales
GTL Brown
Psychological Reports 94 (3), 1015-1024, 2004
Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
GTL Brown, SKF Hui, WM Flora, KJ Kennedy
International Journal of Educational Research 50 (5-6), 307-320, 2011
Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment
GTL Brown, SE Irving, ER Peterson, GHF Hirschfeld
Learning and Instruction 19 (2), 97-111, 2009
Students, conceptions of assessment and mathematics achievement: Evidence for the power of self-regulation.
G Brown, GHF Hirschfeld
Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability
GTL Brown, LR Harris
Journal of MultiDisciplinary Evaluation 6 (12), 68-91, 2009
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions
E Panadero, GTL Brown, JW Strijbos
Educational Psychology Review 28 (4), 803-830, 2016
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