Ainsworth, L., and Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA : Corwin Press.
Almeida, L. (2007). The journey toward effective assessment for English language learners. In Reeves, D. (ed). Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree Press.
Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke, J., Torres, C., Haertel, G., Beddow, P., and Lazarus, S. (2010). “Technology-enabled and universally designed assessment: Considering access in measuring the achievement of students with disabilities: A foundation for research.” Dover, NH: Measured Progress and Menlo Park, CA: SRI International.
Anderson, L. W., & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives (complete edition). New York, NY: Longman.
Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. McMillan (Ed.), SAGE handbook of research on classroom assessment. (pp. 17–34). Thousand Oaks, CA: SAGE Publications, Inc.
Bailey, K., and Jakicic, C. (2011). Common Formative Assessment: A Toolkit for Professional Learning Communities at Work™. Bloomington, IN: Solution Tree Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 34(2), 191–215.
Bandura, A. (?) Adolescent development from an agentic perspective. Self Efficacy Beliefs in Adolescents. Information Age Publishing. pp. 1–43.
Black P. and Wiliam, D. (October 1998). “Inside the black box: Raising standards through classroom assessment.” Phi Delta Kappan. 86(2). 139–148.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9–21.
Blanchard, K. (2007). Leading at a higher level: Blanchard on leadership and creating high performing organizations. Upper Saddle River, NJ: Prentice Hall.
Bloom, B. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay.
Brinson, D., & Steiner, L. (2007). Building collective efficacy: How leaders inspire teachers to achieve (Issue Brief). Washington, DC: Center for Comprehensive School Reform and Improvement.
Brown, B. (2010). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Center City, MN: Hazelden. (copyright to Brené Brown)
Buffum, A., Mattos, M., and Weber, C. (2011). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
Calkins, L., Ehrenworth, M., and Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
Catmull, E. and Wallace, A. (2014). Creativity, inc.: Overcoming the unseen forces that stand in the way of true inspiration. New York, NY: Random House.
Chappius, J., (2009). Seven strategies of assessment for learning. Portland, OR: Pearson Assessment Training Institute.
Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012). Classroom assessment for student learning: Doing it right—using it well, 2nd ed. Upper Saddle River, NJ: Pearson Education.
Chappuis, S., Chappuis, J., and Stiggins, R. (Feb. 2009). How teachers learn. Educational Leadership 66(5). pp. 56–60.
Chenoweth, K. (2009). How it’s being done: Urgent lessons from unexpected schools. Cambridge, MA: Harvard Education Publishing Group.
Chenoweth, K. (2008). It’s being done: Academic success in unexpected schools. 1st ed. Cambridge, MA: Harvard Education Publishing Group.
Chenoweth, K. (2009). It can be done, it’s being done, and here’s how. Phi Delta Kappan, 91(1), 38–43.
Chenoweth, K., and Theokas, C. (2011). Getting it done: Leading academic success in unexpected schools. Cambridge, MA: Harvard Education Publishing Group.
Clarke, S. (2008). Active learning through formative assessment. London: Hodder Education.
Clarke, S. (2005). Formative assessment in action: Weaving the elements together. Abingdon, Oxfordshire, United Kingdom: Hodder Murray.
Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. Abingdon, Oxfordshire, United Kingdom: Hodder Murray.
Conzemius, A. and O’Neill, J. (2013). The Handbook for SMART School Teams. 2nd Ed. Bloomington, IN: Solution Tree Press.
Corcoran, S.P. (2010). Can teachers be evaluated by their students’ test scores? Should they be? The use of value-added measures of teacher effectiveness in policy and practice. Education policy for action series. Providence, RI: Annenberg Institute for School Reform at Brown University.
Costa, A. (2007). The school as a home for the mind: Creating mindful curriculum, instruction, and dialogue. Thousand Oaks, CA: Corwin Press.
Csikszentmihalyi, M. (2009). Creativity: Flow and the psychology of discover and innovation. NY: HarperCollins Publishers. © Mihaly Csikszentmihalyi.
D’Mello, S., Lehman, B., Pekrun, R., and Graesser, A. (2014). Confusion can be beneficial to learning. Learning and Instruction 29(1). pp. 153–170.
Dagget, W. R., (2005). ‘Achieving Academic Excellence through Rigor and Relevance. Rigor/relevance framework. International Center for Leadership in Education.
Davies, A. (2007). Making classroom assessment work. (3rd ed.). Courtenay, British Columbia, Canada: Connections Publishing.
Dolan, R. P. and Hall, T. E. (2001). “Universal design for learning: Implications for large-scale assessment.” IDA Perspectives 27(4): pp. 22–25.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work™: New Insights for Improving Schools. Bloomington, IN: Solution Tree Press.
DuFour, R., DuFour, R., Eaker, R., & Many, T., Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work™ 3rd Ed. Bloomington, IN: Solution Tree Press.
DuFour, R., and Fullan, M. (2013). Cultures Built to Last: Systemic PLCs at Work™. Bloomington, IN: Solution Tree Press.
DuFour, R., and Marzano, R. J. (2011). Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement. Bloomington, IN: Solution Tree Press.
DuFour R., and Mattos, M. (2013). How do principles really improve schools? Educational Leadership, 70(7), pp. 34–40.
Elmore, R. (2003). School reform from the inside out: Policy, practice and performance. Cambridge, MA: Harvard Educational Press.
Engle, R. (July-September 2012) The resurgence of research into transfer: An introduction to the final articles of the transfer strand. The Journal of the Learning Sciences, 21(3). pp. 347–352).
Erkens, C. (2009). Developing our assessment literacy. In T. Guskey (Ed.), The Teacher as Assessment Leader. (pp. 11–30). Bloomington, IN: Solution Tree Press.
Erkens, C. and Twadell, E. (2012). Leading by Design: An Action Framework for PLC at Work™ Leaders. Bloomington, IN: Solution Tree Press.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD.
Fisher, D., and Frey, N. (September 2012). Making Time for Feedback. Educational Leadership 70(1). pp. 42–46.
Fullan, M. (2004, April). New lessons for districtwide reform. Educational Leadership, 61(7), 42–6.
Fullan, M. (2011). The moral imperative realized. Thousand Oaks, CA: Corwin Press.
Fullan, M. (2008). The six secrets of change: What the best leaders do to make their organizations survive and thrive. San Francisco, CA: John Wiley and Sons.
Gallimore, R., Ermeling, B., Saunders, W., and Goldenberg, C. (2009). Moving the learning of teaching closer to practice. Teacher education implications of school-based inquiry teams. The Elementary School Journal, 109(5), 537–551.
Gawande, A. (Dec. 6, 2004). The bell curve. The New Yorker. Retrieved June 28, 2014 from www.newyorker.com.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
Goddard, R. D., and Skrla, L. (2006). The influence of school social composition on teachers’ collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216–235.
Hargreaves, E. (July 2007). The validity of collaborative assessment for learning. Assessment in Education: Principles, Policy & Practice 14(2). pp. 185–199.
Harris Stefanakis, E. (2002). A window into the learner’s mind: Multiple intelligences and portfolios. Portsmouth, NH: Heinemann and Boynton Cook Publishers.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. NY: Routledge. (copyright John Hattie).
Hattie, J. (2012). Visible learning for teachers: Maximizing the impact on learning. NY: Routledge. (copyright John Hattie).
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hayes-Jacobs, H. (1997). Mapping the big picture : Integrating curriculum and assessment K-12. Alexandria, VA: Association of Supervision and Curriculum Development.
Heritage, M. (2013). Gathering evidence of student understanding. In J. McMillan (Ed.), SAGE handbook of research on classroom assessment. (pp. 179-196). Thousand Oaks, CA: SAGE Publications, Inc.
Heritage, M. (2010). Formative assessment : Making it happen in the classroom. Thousand Oaks, CA : Corwin Press.
Hess, K., Carlock, D., Jones, B., & Walkup, J. (June 2009). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Presentation at CCSSO, Detroit, MI. Retrieved August 30, 2014 from www.nciea.org.
Hocket, J. A., and Doubet, K. J. (December 2013/January 2014). Turning on the lights : What pre-assessments can do. Educational Leadership (71)4. pp. 50–54.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77–93.
Kendall, J. (2011). Understanding common core state standards. Alexandria, VA : Association of Supervision and Curriculum Development.
Kramer, S. (2014). Choosing Prevention Before Intervention. In XXXXX., Mattos, Buffum. 2014. pp. 14–29.
Lencioni, P. (2005). Overcoming the five dysfunctions of a team: A field guide. San Francisco, CA: Jossey-Bass.
Marshall, K. (Sept. 2008). Interim assessments : A user’s guide. Phi Delta Kappan. 64–68.
Marzano, R. J. (2007). The art and science of teaching : A comprehensive framwork for effective instruction. Alexndria, VA : Association for Supervision and Curriculum Development.
Marzano, R. J. (2006). Classroom assessment and grading that work. Alexndria, VA : Association for Supervision and Curriculum Development.
Marzano, R. J. (2003). What works in schools : Translating research into action. Alexandria, VA : Association for Supervision and Curriculum Development.
Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Corwin Press.
McMillan, J.H., ed. (2013). Why we need research on classroom assessment. SAGE handbook of research on classroom assessment. (pp. 3 – 16). Thousand Oaks, CA: SAGE Publications, Inc..
McTighe, J. and Ferrara, S. (1997). Assessing learning in the classroom. National Education Association.
Meisels, S., Atkins-Burnett, S., Xue, Y., & Bickel, D. D. (2003). Creating a system of accountability: The impact of instructional assessment on elementary children’s achievement scores. Educational Policy Analysis Archives, 11(9), 19 pp. Retrieved from epaa.asu.edu.
Meyer, D. (March 2010). Math class needs a makeover. [Video File] TEDxNYED. Retrieved from www.ted.com/talks/dan_meyer_math_curriculum_makeover.
Moser, J., Schroeder, H., Heeter, C., Moran, T., and Lee, Y., (2011). Mind Your Errors: Evidence for a Neural Mechanism Linking Growth Mind-Set to Adaptive Posterror Adjustments. Psychological Science 22 (12), pp. 1484–1489.
Moss, C.M., and Brookhart, S.M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria, VA : Association for Supervision and Curriculum Development.
Muller, D. (2008). Designing effective multimedia for physics education. (unpublished Doctoral thesis). School of Physics, University of Sydney, Australia. Retrieved from www.physics.usyd.edu.au.
National Education Association. (n.d.). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs.” Accessed at www.nea.org, 2014.
National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 Civics, Economics, Geography, and History. Silver Spring, MD: NCSS.
Odden, A. R., and Archibald S. J. (2009). Doubling student performance . . . and finding the resources to do it. Thousand Oaks, CA: Corwin Press.
Ogle, R. (2007). Smart world: Breakthrough creativity and the new science of ideas. Boston, MA: Harvard Business School Press.
OECD (2011). Strong performers and successful reformers and education: Lessons from PISA for the United States. OECD Publishing. Accessed at the OECD iLibrary.
Patterson, K., Grenny, J., Maxfield, D., McMillan, R., and Switzler, A. (2008). Influencer: The power to change anything. NY: McGraw-Hill.
Pfeffer, J., & Sutton, R. (2006). Hard facts, dangerous half-truths and total nonsense: Profiting from evidence-based management. Boston: Harvard Business School Press.
Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. NY: Riverhead Books.
Pink, D. (2010). Drive: The surprising truth about what motivates us. NY: Riverhead Books.
Popham, W. J. (2012a). Appropriate and inappropriate tests for evaluating schools. Mastering Assessment: A Self-Service System for Educators. Boston, MA: Pearson Education, Inc.
Popham, W. J. (2012b). Assessment bias: How to banish it. Mastering Assessment: A Self-Service System for Educators. Boston, MA: Pearson Education, Inc.
Popham, W. J. (2012c). Reliability: What is it and is it necessary? Mastering Assessment: A Self-Service System for Educators. Boston, MA: Pearson Education, Inc.
Protheroe, N. (May/June 2008) Teacher efficacy: What is it and does it matter? Research Report. Principal 87(5). National Association of Elementary School Principals (NAESP) 42–45.
Reeves, D. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco, CA: Jossey-Bass.
Reeves, D. (2004). Accountability for learning: How teachers and schools can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.
Reeves, D. (2005). Accountability in action: A blueprint for learning organizations. Second Addition. Denver, CO: Center for Performance Assessment.
Reeves, D. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association of Supervision and Curriculum Development.
Reeves, D. (Ed.). (2007). Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree Press.
Robinson, K. (2013). Finding your element: How to discover your talents and passions and transform your life. London, Penguin Books.
Rodriguez, M. C., (2004). The role of classroom assessment in student performance on TIMSS. Applied Measurement in Education. 17(1), 1-24.
Rodriguez, M. C., and Haladyna, T. M. (2013). Writing selected-response items for classroom assessment. In McMillan J. H. (ed). SAGE handbook of research on classroom assessment. Los Angeles, CA: SAGE Publications, Inc. pp. 293–311.
Ross, J. A., and Gray, P. (2006) Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179–199.
Ruiz-Primo, M. A., and Li, M. (2011). Looking into teachers’ feedback practices: How teachers interpret students’ work. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD.
Schneider, M., Egan, K., & Julian, M. (2013). Classroom assessment in the context of high-stakes testing. In J. McMillan (Ed.), SAGE handbook of research on classroom assessment. (pp. 55-71). Thousand Oaks, CA: SAGE Publications, Inc.
Schneider, C., and Gowan, P. (2011). Deconstructing student work: Investigating teachers’ abilities to use evidence of student learning to inform instruction. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Scobie-Jennings, E. (???). ‘Josh could do better’: Bringing out the best in underachieving gifted and talented students. Article found online at Academia.edu.
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
Sergiovanni, T. (1992) Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey-Bass.
Shaughnessy, M. F. (2004) An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16(2), 153–175.
Shepard, L. A. (2013). Forward. In J. McMillan (Ed.), SAGE handbook of research on classroom assessment. (pp. xix–xxv). Thousand Oaks, CA: SAGE Publications, Inc.
Shim, H. S., and Roth, G. L. (Winter 2008). Sharing tacit knowledge among expert professors and mentees: Considerations for career and technical education teacher educators. Journal of Industrial Teacher Education 44(4). pp. 5–28.
Stiggins, R. (2008). An assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute.
Stiggins, R. (October 17, 2007). Five assessment myths and their consequences. Education Week 27(8), 28–29.
Stiggins, R. (2001). Student involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Merrill Prentice Hall.
Stiggins, R. J. and Chappuis, J. (January 1, 2005). Using student-involved classroom assessment to close achievement gaps. Theory Into Practice, 44(1), 11–18.
Stiggins, R., and Herrick, M. (January 15, 2007) A status report on teacher preparation in classroom assessment. Unpublished manuscript.
Strong, R. W., Silver, H. F., and Perini, M. J. (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
Supovitz, J. A., & Christman, J. B. (2003). Developing communities of instructional practice: Lessons from Cincinnati and Philadelphia. Philadelphia: Consortium for Policy Research in Education.
Talbert, J. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In A. Hargreaves et al. (eds.), Second International Handbook of Educational Change, Springer International Handbooks of Education 23. 555–571.
Thompson, S., Johnston, C., & Thurlow, M. (2002). Universal design applied to large scale assessment. (NCEO synthesis report 44). Minneapolis, MN: National Center on Educational Outcomes. Retrieved from education.umn.edu.
Timperley, H. (2009). Using Assessment data for improving teaching practice. Research Conference 2009, 21–25. Retrieved April 3, 2012 from research.acer.edu.au.
Tomlinson, C. (December 2013 – January 2014). One to grow on: Let’s not dilute mastery. Educational Leadership 71(4). pp. 88–89.
Tomlinson, C., and Moon, T. (2013). Differentiation and classroom assessment. In J. McMillan (Ed.), SAGE handbook of research on classroom assessment. (pp. 415–430). Thousand Oaks, CA: SAGE Publications, Inc.
Torrance, H. & Pryor, J. 2001. Developing Formative Assessment in the Classroom: using action research to explore and modify theory. British Educational Research Journal (27)5, pp. 615–631.
Umphrey, J. (January 2008). Producing learning: A conversation with Robert Marzano. Principal Leadership. (pp. 16–20).
Vagle, N. D. (2014). Design in Five: Essential Phases to Create Engaging Assessment Practice. Bloomington, IN: Solution Tree Press.
Wagner, T. (October, 2008). Rigor redefined. Educational Leadership 66(2). pp. 20–25.
Webb, N., (March 28, 2002). Depth-of-knowledge levels for four content areas. Unpublished manuscript. Retrieved August 30, 2014 from www.hed.state.nm.us.
Webb, N. L., Alt, M., Ely, R., & Vesperman, B. (2005) Webb alignment tool (WAT) training manual. Madison, WI: Wisconsin Center for Educational Research.
Weigle, S.C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing 16(3) 194–209.
White, K. (2017). Softening the Edges: Assessment Practices That Honor K-12 Teachers and Learners. Bloomington, IN: Solution Tree.
Wiggins, G., McTighe J., and McTighe J. (1998). Understanding by design. Alexandria, VA: Association of Supervision and Curriculum Development.
Wiggins, G., and McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
Wiliam, D. (2013). Feedback and Instructional Correctives. In McMillan J. H. (ed). SAGE handbook of research on classroom assessment. Los Angeles, CA: SAGE Publications, Inc. pp. 197–214.
Wiliam, D. (2001). Reliability, validity and all that jazz. Education 3-13, 29(3), 17–21.
Wiliam, D. (May 7, 2009). The reliability of educational assessments. Presentation slides from the Ofqual Annual Lecture, Coventry. Retrieved August 30, 2014 from www.google.com.
Wiliam, D. (July 1998). The validity of teachers’ assessments. Paper presented to Working Group 6 (Research on the Psychology of Mathematics Teacher Development) of the 22nd annual conference of the International Group for the Psychology of Mathematics Education; Stellenbosch, South Africa, July 1998.
Wiliam D., and Thompson, M. (2007). Integrating assessment with learning: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Wright, R J. (2008). Educational assessment: Tests and measurements in the age of accountability. Los Angeles, CA: SAGE Publications.
Xu, Y. (2013). Classroom assessment in special education. In McMillan J. H. (ed). SAGE handbook of research on classroom assessment. Los Angeles, CA: SAGE Publications, Inc. pp. 431–447.