References: Multiple Methods of Assessment

Return to Multiple Methods of Assessment strategy page.

References

Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372.

Blazer, C. (2011). Strategies for reducing math anxiety. information capsule. Volume 1102. Research Services, Miami-Dade County Public Schools.

Brown, C. L. (2005). Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal, 29(2), 337-363.

Fovet, F. (2019). Not just about disability: Getting traction for UDL implementation with International Students. In Transforming Higher Education Through Universal Design for Learning (pp. 179-200). Routledge.

Harvey, H. A., & Miller, G. E. (2017). Executive function skills, early mathematics, and vocabulary in head start preschool children. Early Education and Development, 28(3), 290-307.

Maki, P. (2002). Using multiple assessment methods to explore student learning and development inside and outside of the classroom. NASPA's NetResults.

Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56(2), 82-88.

Meier, D., & Knoester, M. (2017). Beyond testing: Seven assessments of students and schools more effective than standardized tests. Teachers College Press.
Mundia, L. (2012). The assessment of math learning difficulties in a primary grade-4 child with high support needs: Mixed methods approach. International Electronic Journal of Elementary Education, 4(2), 347-366.

Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1).

Rao, K., Torres, C., & Smith, S. J. (2021). Digital tools and UDL-based instructional strategies to support students with disabilities online. Journal of Special Education Technology, 36(2), 105-112.

Robinson, B. K., & Dervin, A. (2019). Teach to the student, not the test. Urban Education Research & Policy Annuals, 6(2).

Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4), 273.

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment. Educational measurement: Issues and Practice, 37(1), 21-34.

Wang, A. H., Firmender, J. M., Power, J. R., & Byrnes, J. P. (2016). Understanding the program effectiveness of early mathematics interventions for prekindergarten and kindergarten environments: A meta-analytic review. Early Education and Development, 27(5), 692-713.