References: Pre-Assessment

Return to Pre-Assessment strategy page.

References

Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), 2218191.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.

Bukhari, S. S. F. (2019). The effectiveness of pre-assessment to differentiate the reading tasks for the mixed-abilities EFL learners. English Language Teaching Research in the Middle East and North Africa: Multiple Perspectives, 125-152.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Chen, P. P., & Bonner, S. M. (2020). A framework for classroom assessment, learning, and self-regulation. Assessment in Education: Principles, Policy & Practice, 27(4), 373-393.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.

Foster, H. (2024). The impact of formative assessment on student learning outcomes: A meta-analytical review. Academy of Educational Leadership Journal, 28(S1), 1–3.

Guskey, T. R., & McTighe, J. (2016). Pre-assessment: Promises and cautions. Educational Leadership, 73(7), 38-43.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment.

Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38.

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.

Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.