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Bandltra A (1986) SocialjouNJoziolu ojdlollu and aetiotr A IOdd

COluriw Wary Enilltwood 0i1f5 NJ Pnntico-HallBeny J bull amp SahJberg P (1996) Invenrlna pupib ideas of learning

LRznwIandllutnlCriml6(I)I9-36BieremlLLampBenfuhD_M(I999)Creatinglcarninaocgmization

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BmllbGlmM(1OO7)EV2hWingdlpound~Sourceaofevidmceforquality -nee SnMlies ill EducrJtioNlJ EYaJWQlion 33 29-49

Black Pbull amp Wiliam D (1998) A$$e$Smelll and ~Wlroom Jean1ngAssnJllWltfillEdMca1itm5(1)1-14

Black P amp Wiliam D (2006) Aseumellt for IeamiDg in he class In JGardoct(Ed)Assusmclltalld~(pp9-25)Loodoo~

Boonstra JJ (20(4) Dynamiltamp of orpnizatiooal ~~ and learningAn iDtrodllCtioo ill JJ Boonma (Ed) Dynamlcl ill organizmiomclwJng~tJNllearnlg(pp39)ChicheslerWley

Boud D (199~) EMaMm8 leoni8 through $~If-os$U~I LondonKogIUlP~

Bood D (2000) SuslaiDable asseSiment RethinJcina assessment for the 1eamina society SIllaquoiS in Co1lliJl~m8 EdUCaliOIl 22(2) 1~1-167BoudDCobenRamp Samp5OlIJ(l999) Peer IeamiDg and assessment

V$nsmmtond EvoJIatiml I HigMt ~Qlicm 14(4) 413-426BlQVI1A (I99S) OtgOllilftlionnIcuJnue Londoo PitmanBlQWII 15 Colin5A amp Duguid P (1989) Sinwed cosnition and the

IUllU~ofleamingEthIctuionaJR~u(lldlul8(I)32-42BrykeACambum Eo amp Louis KS (1999) ProfeMioaal COIDIDIlllity ill

0Ucq0 elemeatary sch001l Facilitatilll rxca and 0IpDizm00aI~EdlIa1IiortoJ~(luarrufy3j7SI-781

BlkeAS bull amp SchneidlrB (2002) TtanuIdtotgtlsAtDreteSOll1tYjrK~N NcwYcd RlWdlsp FonDclaboL

Butler DL amp WIDllC PH (199S) FeedbKt and Jelf~ IeamiDgAthtomgtcalS)lllbesisR~qf~~65c3)245--

281

Buller R (1987) Task-involving and ego-involving PrQperties ofevaluation Effects ofdiffent feedback conditions on motivationalperceptiOUll interest and performance Journal of EduCalic1Ul1Prychoicgy 78(4)210-216

Cbo DY (2002) The connection between se1f-ltli=ted learning andthe learning organizatiolL Human Resource D~dopment QuarteTly13(4)467--470

Cochran-Smitlt M amp Lytle S (1993) IMideOutside Teacher reUQrChand knawledge New Yorl Teache~ College

Crooks T] (2006) ExceUellCe In assessmemfor occoumability purpOles

Keynote address presented at the Norlhumbria EARLl SIG AssessmentConfeuce Newcastle UK August 31st

Darling_Hammond L amp McLaughlin MW (l995) Politics thal supponPrQfesiona1 development in the era of form Phi Della Kappall76(8)597--604

Dweck C (1999) Self-theodu Their role III motivalicn perwftllty aNtltUoelopmerltPhiladelphiaPAPychologyPress

Entwilte N (1986) UndaslaNtillg clmsroom learning London HodderampStoughlOn

Fawcett O (1996) Moving another big desk Journal of Sluff Dew lop me Ill7(1)34-36

FernandezC amp Cbokshi S (2002) A practical guide to trans1ating1essonstudy for US setting Phi Della Kapparl 84(2) 128-134

Gibb G amp Simpson C (2004) Conditions under which assessmentsupports students learning uarnillg oM Teachirlg In Higherampucarlorl13-31 bull

Goddard RD Hoy WK amp Woolfolk HoyA (2000) Collective teacherefficacy ils meaning IDeaSUte and impact on student achievementAmerican ampwatiollltll Research Journal 37(1) 479--507

Harlen W (2006) The role of assesment in developing motivation forlearning In J Gardner (Ed) Arses~Tlfor learning (pp 61-amp0)London Sage

Hawley W (Ed) (2002) The UySIQ effective schools Educahonal teformsas continuous improvement 1ltousand Oaks CA Corwin

Hokr BX (1999) Instructional context in the college mathemalicclassroom Epistemological beliefs and tulticnt motivation Journn ofStuff Program amp Organizario~ Developmem 16(2) 13-S2

Hotd SM (2004) Professionalleaming communities _ An overviewIn SM Hord (Ed) uar~lrlg together leading logether Charlglrl

uIoob lhrmlg proIlional kaming romnuudnu (pp 5-14) NewYor1ITeachersCollege

Hounsell D (1997) Cootrasting conceptions of essily-wriling In FMarIooDHowudlampN~(Eds)7JwuplriOlUof~(2nd ed 11 106--125) Edinbulgh Scoaah Academic Ptess

JamesM amp PedderD (2006) Professiooalleaminguaronditioo forassessment for learning In J Gardner (Ed) AUfl$mellland Ifornitlg(pp 27-43) Loodon Sage

JohnJou G amp Leavill W(200I) BuildiDampon$UCCCMTranfurmiqgOIIanizatiolll1througbllllappreciativeiDquiryPllbIicPnstlNrflMtJlDlOIIftU3O(1)I29-I36

Kerh S (1999) Sflf-4irtCud uariK Myths and realities (No3)Columblu OH ERlClACVE ED435834

~~(I99S)~c~~~lk=76(8)591-596

LiebermanAampMillerL(2002)Tnnlformingprofessionaldevelop~olUndellltanding and orglllli1ing learning communities In W Hawley(Ed)TMkepQffutiuIC~EdwarionoJnftmrueu~iJrIprovcMltl(pp74-ampS)lhgtusandOabCACorwiD

Iiptitz J (1984) SwcusfW lC1tooU P )OIUl$ ~ lewBlIlIllwickNJTramaction

Louis KS Marks HM amp Kruse SD (19) Teachen professionalCOOllllUnityin restrueturingschoobAmeriltW1EdMcarionoJRLutJnItJOfU1ttJl JJ 757-798 ~

Muon SA (2003) UantInIfrumdouJ 7Jw wofprofusioMJ ~ec1tftIltJlltltifsPaperJft$elltcdatlbearwualmeet1llgoflbeAmericanEducationaI ResearchAssociation Chic_an April (ED 476852)

McLaughlin MW amp Talben JE (2006) Building sdool-basw rocMruanWtgc~s ProjusloNJI_gifs Q i1rtptl1u =dou~NYTeadtersCollep

Midgley c amp Wood S (1993) 8eyoDd $~ lIIlIlIagementEmpowering teaehen to rdorm schools Phi DItta KDppan 75(3)245-2S2

lirolDJampMadarta---DickD (2006) Formativeassessmeolaodself-~gulatedIcalIl1qAmodelaod5eveDpriDciplclofsood~~StiullHigMrFofoagtrionJJ(2)199-218

OLtonDRampBCIIllerJS(I997)FoIlpsycbologyaodfolkpodagQgylnDR Olson amp N TOlrllIICe (Edl) HI1lIdbook el dUlXJtW and umW1

d~eloJl17lOlt pp 9-27) London BlackwellPeliegrinoJ CbudowdyN amp01= R (2001) Knowigwha studmts

know The cience andduig ojeducationalassemnem WashingtonDC National Academy Press

PerlcillS DN amp Blythe T (1994) Putting understanding up frontEtimmioM Leadership 51(1)4-7

Pintrich RR (1995) UnltkrSUlIldi7lg ulj--regulaled learnig SanFrnncisco CA Jossey-Bass

Pintrich PR amp DeGroot EV (1990) Motivational and self-regulaledlearning components of classroom academic performance Journal ojEtimotio7laIPsyclwlogy 82(1)33-40

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Stiggius R (2005) From formatie assessment to assessment FOR

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