@article{Henrique2002, abstract = {This paper presents the results obtained in a study on environmental noise pollution in the city of Curitiba, Brazil. The equivalent sound level values—LAeq, 2hr—were measured and tabulated for 1000 locations spread over the urban zones of the city of Curitiba. It has been found out that 93.3% out of the locations display during the day equivalent sound levels over 65 dB(A), and 40.3% out of the total number of locations measured display during the day extremely high values of equivalent sound levels: over 75 dB(A).}, added-at = {2012-01-27T14:10:42.000+0100}, author = {Henrique, Paulo and Zannin, Trombetta and Diniz, Fabiano Belisário and Alves, Wiliam}, biburl = {http://www.bibsonomy.org/bibtex/2101074558df57d68d360f0edd43dd27a/muhe}, interhash = {698e20b4a509656bebcd840a462491e8}, intrahash = {101074558df57d68d360f0edd43dd27a}, journal = {Applied Acoustics}, keywords = {imported}, owner = {Mu}, pages = {351-358}, title = {Environmental noise pollution in the city of Curitiba, Brazil}, volume = 63, year = 2002 } @inproceedings{conf/icce/KeaneK02, added-at = {2011-12-14T00:00:00.000+0100}, author = {Keane, Wiliam and Keane, Therese}, biburl = {http://www.bibsonomy.org/bibtex/26f9dc9158f57323518f36510b38c1a35/dblp}, booktitle = {ICCE}, ee = {http://doi.ieeecomputersociety.org/10.1109/CIE.2002.1186056}, interhash = {59c139b41f3fe57680da6d09a6715a65}, intrahash = {6f9dc9158f57323518f36510b38c1a35}, keywords = {dblp}, pages = {717-718}, title = {Information and Communication Technology across the Curriculum: A Game of Snakes and Ladders.}, url = {http://dblp.uni-trier.de/db/conf/icce/icce2002-1.html#KeaneK02}, year = 2002 } @inproceedings{conf/jcdl/WingetS11, added-at = {2011-06-25T00:00:00.000+0200}, author = {Winget, Megan A. and Sampson, Wiliam Walker}, biburl = {http://www.bibsonomy.org/bibtex/281b5a8349a34502103f0f4db703e518f/dblp}, booktitle = {JCDL}, crossref = {conf/jcdl/2011}, editor = {Newton, Glen and Wright, Michael and Cassel, Lillian N.}, ee = {http://doi.acm.org/10.1145/1998076.1998083}, interhash = {9c7d19e006e89a7111c8342fdc2acda4}, intrahash = {81b5a8349a34502103f0f4db703e518f}, isbn = {978-1-4503-0744-4}, keywords = {dblp}, pages = {29-38}, publisher = {ACM}, title = {Game development documentation and institutional collection development policy.}, url = {http://dblp.uni-trier.de/db/conf/jcdl/jcdl2011.html#WingetS11}, year = 2011 } @techreport{ieKey, abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment}, added-at = {2011-02-04T12:21:08.000+0100}, author = {Pachler, Norbert and Mellar, Harvey and Daly, Caroline and Mor, Yishay and Wiliam, Dylan and Laurillard, Diana}, biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish}, description = {Telearn}, howpublished = {Project Report}, institution = {Institute of Education, WLE}, interhash = {f3f41ae311d9bbee71c84cc6509c0f91}, intrahash = {b9236fd82fe60d5cbac1aa340221c566}, keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment}, title = {Scoping a vision for formative e-assessment: a project report for JISC }, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875}, year = 2009 } @article{BlacAsse1998, abstract = {This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.}, added-at = {2010-01-12T18:36:11.000+0100}, author = {Black, Paul and Dylan, Wiliam}, biburl = {http://www.bibsonomy.org/bibtex/27db08d2cd8f4571f0133e6c17801757f/isahv}, interhash = {3307d61043a3ef198ee6a93e86c0aa62}, intrahash = {7db08d2cd8f4571f0133e6c17801757f}, journal = {Assessment in Education: Priciples, Policy \& Practice}, keywords = {Assessment improvement}, number = 1, pages = {7-74}, title = {Assessment and Classroom Learning}, volume = 5, year = 1998 } @article{Byrnes1999, added-at = {2009-10-13T14:06:45.000+0200}, author = {Byrnes, James P. and Milelr, David C. and Schafer, Wiliam D.}, biburl = {http://www.bibsonomy.org/bibtex/24bfc14503498c9b1298191db857eca79/schultem}, file = {Byrnes1999.pdf:b\\Byrnes1999.pdf:PDF}, interhash = {48d07084e6c40775ac9f075069585697}, intrahash = {4bfc14503498c9b1298191db857eca79}, journal = {Psychological Bulletin}, keywords = {Gender Ri,}, number = 3, owner = {Michael}, pages = {367-383}, title = {Gender differences in risk taking: {A} meta-analysis}, volume = 125, year = 1999 } @inproceedings{conf/gecco/LangdonRH09, added-at = {2009-07-27T00:00:00.000+0200}, author = {Langdon, Wiliam B. and Rowsell, Joanna and Harrison, Andrew P.}, biburl = {http://www.bibsonomy.org/bibtex/24930bfedf14afdd1304524ba74730cfe/dblp}, booktitle = {GECCO}, crossref = {conf/gecco/2009g}, date = {2009-07-27}, description = {dblp}, editor = {Rothlauf, Franz}, ee = {http://doi.acm.org/10.1145/1569901.1570162}, interhash = {205ce77f8fe438e241307bc3d12c3d00}, intrahash = {4930bfedf14afdd1304524ba74730cfe}, isbn = {978-1-60558-325-9}, keywords = {dblp}, pages = {1789-1790}, publisher = {ACM}, title = {Creating regular expressions as mRNA motifs with GP to predict human exon splitting.}, url = {http://dblp.uni-trier.de/db/conf/gecco/gecco2009.html#LangdonRH09}, year = 2009 } @article{Hovemeyer2004, added-at = {2009-06-09T17:18:20.000+0200}, author = {Hovemeyer, David and Pugh, Wiliam}, biburl = {http://www.bibsonomy.org/bibtex/2a9cb930dfc7b3cfe28e255c9a8880f42/sjbutler}, interhash = {d96f47d4823895d95d56fd568811c996}, intrahash = {a9cb930dfc7b3cfe28e255c9a8880f42}, journal = {ACM SIGPLAN Notices}, keywords = {static_analysis FindBugs}, number = 12, pages = {92-106}, title = {Finding Bugs is Easy}, volume = 39, year = 2004 } @article{citeulike:3136609, abstract = {This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.}, added-at = {2009-05-19T18:00:18.000+0200}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/213615d1ba0a635ff00d90baaf19cc284/earthfare}, citeulike-article-id = {3136609}, description = {CiteULike: Everyone's library}, doi = {10.1080/0969595980050102}, interhash = {f160fc59af9531d28b01f3f3adcdd528}, intrahash = {13615d1ba0a635ff00d90baaf19cc284}, journal = {Assessment in Education: Principles, Policy \& Practice}, keywords = {assessment, formative}, number = 1, pages = {7--74}, posted-at = {2009-05-19 15:12:27}, priority = {2}, publisher = {Routledge}, title = {Assessment and Classroom Learning}, url = {http://dx.doi.org/10.1080/0969595980050102}, volume = 5, year = 1998 } @inproceedings{conf/afips/MuellerBLSW68, added-at = {2009-01-02T00:00:00.000+0100}, author = {Mueller, Wiliam J. and Bucktal, Paul E. and Lambrinidis, Philippos and Schultz, Karl E. and Walsh, Leo F.}, biburl = {http://www.bibsonomy.org/bibtex/2512e035b2c612a4ee0cf09e8d966bacd/dblp}, booktitle = {AFIPS Spring Joint Computing Conference}, crossref = {conf/afips/1968s}, date = {2009-01-02}, description = {dblp}, ee = {http://doi.acm.org/10.1145/1468075.1468099}, interhash = {4f52d1ad720189028eb9b9ad094fa37a}, intrahash = {512e035b2c612a4ee0cf09e8d966bacd}, keywords = {dblp}, pages = {151-159}, publisher = {Thomson Book Company, Washington D.C.}, series = {AFIPS Conference Proceedings}, title = {BASP: a biomedical analog signal processor.}, url = {http://dblp.uni-trier.de/db/conf/afips/afips68.html#MuellerBLSW68}, volume = 32, year = 1968 } @article{Black&Wiliam_2009, added-at = {2008-12-01T11:44:02.000+0100}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/2207ea774acca3d0164dc5d9295921513/yish}, interhash = {be45dae299108143d033e18958b1acf1}, intrahash = {207ea774acca3d0164dc5d9295921513}, journal = {Assessment, evaluation and accountability}, keywords = {WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment}, number = 1, title = {Developing the theory of formative assessment}, volume = 1, year = 2009 } @booklet{Black&Wiliam_1998, added-at = {2008-12-01T11:43:32.000+0100}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/2a3311659ce4a5c72ef611daa953ac62c/yish}, interhash = {7ca48f0c5fb56739902654618b7ad46f}, intrahash = {a3311659ce4a5c72ef611daa953ac62c}, keywords = {WLEFormativeEAssessment assessment classroom standards}, note = {Published by the School of Education, King's College, London}, title = {Inside the Black Box: Raising Standards through Classroom Assessment }, url = {http://www.dianelauer.com/Assesslearntool/blackbox.pdf}, year = 1998 } @article{Black&Wiliam_2009, abstract = {Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.}, added-at = {2008-12-01T11:43:04.000+0100}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/25910f4b7537ac371b878aa1df8388199/yish}, interhash = {836389ddc08d66c027b47f119dbad370}, intrahash = {5910f4b7537ac371b878aa1df8388199}, journal = {Educational Assessment, Evaluation and Accountability}, keywords = {WLEFormativeEAssessment formative learning mathgamespatterns theory}, number = 1, title = {Notes towards a theory of formative assessment}, volume = 1, year = 2009 } @article{Black&Wiliam_2009, added-at = {2008-11-07T10:04:41.000+0100}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/2e49fd32f0a9bf53260f490abcf618ae1/servusuk}, interhash = {be45dae299108143d033e18958b1acf1}, intrahash = {e49fd32f0a9bf53260f490abcf618ae1}, journal = {Assessment, evaluation and accountability}, keywords = {WLEFormativeEAssessment}, number = 1, title = {Developing the theory of formative assessment.}, volume = 1, year = 2009 } @article{Black&Wiliam_2009, abstract = {Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.}, added-at = {2008-10-09T01:28:23.000+0200}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/25910f4b7537ac371b878aa1df8388199/servusuk}, interhash = {836389ddc08d66c027b47f119dbad370}, intrahash = {5910f4b7537ac371b878aa1df8388199}, journal = {Educational Assessment, Evaluation and Accountability}, keywords = {WLEFormativeEAssessment}, number = 1, title = {Notes towards a theory of formative assessment}, volume = 1, year = 2009 } @article{Hodgen&Wiliam_2006, abstract = {The Black Box subject booklets offer advice to teachers on how on how to interact more effectively with pupils in the classroom so as to promote their learning and attainment in specific subjects, using the formative assessment methods described in the best-selling Inside the Black Box and Working Inside the Black Box.}, added-at = {2008-09-17T12:43:02.000+0200}, author = {Hodgen, J. and Wiliam, D.}, biburl = {http://www.bibsonomy.org/bibtex/21053f05e5e76ea19ac84ba2da291462d/servusuk}, interhash = {85ca105f64aa0668a383d4a51edf7016}, intrahash = {1053f05e5e76ea19ac84ba2da291462d}, keywords = {WLEFormativeEAssessment}, note = {Published by nferNelson}, title = {Mathematics inside the black box: assessment for learning in the mathematics classroom }, year = 2006 } @booklet{Marshall&Wiliam_2006, abstract = {The Black Box subject booklets offer advice to teachers on how on how to interact more effectively with pupils in the classroom so as to promote their learning and attainment in specific subjects, using the formative assessment methods described in the best-selling Inside the Black Box and Working Inside the Black Box .}, added-at = {2008-09-17T12:38:33.000+0200}, author = {Marshall, Bethan and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/251a6c23008fb5873c712a6bb1dfe50c3/servusuk}, interhash = {107c7a516ee8a48efd62d876d3c0a118}, intrahash = {51a6c23008fb5873c712a6bb1dfe50c3}, keywords = {WLEFormativeEAssessment}, title = {English inside the black box: assessment for learning in the English classroom}, year = 2006 } @booklet{Jones&Wiliam_2008, abstract = {The Black Box subject booklets offer advice to teachers on how on how to interact more effectively with pupils in the classroom so as to promote their learning and attainment in specific subjects, using the formative assessment methods described in the best-selling Inside the Black Box and Working Inside the Black Box .}, added-at = {2008-09-17T12:36:47.000+0200}, author = {Jones, Jane and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/27feafd09470480d05ca4f4a6343a51c6/servusuk}, howpublished = {GL Assessment}, interhash = {5f6f93c6713aa343cec87e003c091cf4}, intrahash = {7feafd09470480d05ca4f4a6343a51c6}, keywords = {WLEFormativeEAssessment}, title = {Modern foreign languages inside the black box: assessment for learning in the modern languages classroom}, year = 2008 } @booklet{Black&Wiliam_1998, added-at = {2008-09-17T09:55:05.000+0200}, author = {Black, Paul and Wiliam, Dylan}, biburl = {http://www.bibsonomy.org/bibtex/2a3311659ce4a5c72ef611daa953ac62c/servusuk}, interhash = {7ca48f0c5fb56739902654618b7ad46f}, intrahash = {a3311659ce4a5c72ef611daa953ac62c}, keywords = {WLEFormativeEAssessment}, note = {Published by the School of Education, King's College, London}, title = {Inside the Black Box: Raising Standards through Classroom Assessment }, url = {http://www.dianelauer.com/Assesslearntool/blackbox.pdf}, year = 1998 } @article{KeilBradleyJunghoeferEtAl07, added-at = {2008-09-16T23:39:07.000+0200}, author = {Keil, Andreas and Bradley, Margaret M and Jungh{\"o}fer, Markus and Russmann, Thomas and Lowenthal, Wiliam and Lang., Peter J}, biburl = {http://www.bibsonomy.org/bibtex/2928cf6c987b9efd79502392ab93db16b/brian.mingus}, description = {CCNLab BibTeX}, interhash = {cc58b919a83a16a973a4c1796971c875}, intrahash = {928cf6c987b9efd79502392ab93db16b}, journal = {Cogn Affect Behav Neurosci}, keywords = {imported}, month = Mar, number = 1, owner = {pauli}, pages = {18--24}, pmid = {17598731}, timestamp = {2007.07.22}, title = {Cross-modal attention capture by affective stimuli: evidence from event-related potentials.}, volume = 7, year = 2007 }