Atasoy, V., & Kaya, G. (2022). Formative assessment practices in science education: A metasynthesis study. Studies in Educational Evaluation, 75, Article 101186. https://doi.org/10.1016/j.stueduc.2022.101186
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3–20. https://doi.org/10.1086/461846
Chin, C. (2004). Students’ questions: Fostering a culture of inquisitiveness in science classrooms. School Science Review, 86, 107–112. Students' questions: fostering a culture of inquisitiveness in science classrooms - Dialnet
Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315–1346. https://doi.org/10.1080/09500690600621100
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. https://doi.org/10.1002/tea.20171
Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977. https://doi.org/10.1119/1.1374249
Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. Reviews in Physics Education Research, 1(1), 1–55. https://doi.org/10.1119/revperv1.1.3
Fakoya, A., Ndrio, M., & McCarthy, K. J. (2023). Facilitating active collaborative learning in medical education; a literature review of peer instruction method. Advances in Medical Education and Practice, Volume 14, 1087–1099. https://doi.org/10.2147/amep.s421400
Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., & van der Wel, M. (2013). Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39(2), 116–124. https://doi.org/10.1016/j.stueduc.2013.03.001
Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53(11), 1043–1055. https://doi.org/10.1119/1.14030
Hansen, G. (2020). Formative assessment as a collaborative act. Teacher ’ s intention and students ’ experience: Two sides of the same coin, or? Studies in Educational Evaluation, 66, Article 100904. https://doi.org/10.1016/j.stueduc.2020.100904
Harlen, W. (2007). Criteria for evaluating systems for student assessment. Studies in Educational Evaluation, 33(1), 15–28. https://doi.org/10.1016/j.stueduc.2007.01.003
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158. https://doi.org/10.1119/1.2343497
Hodgson, C. (2010). Assessment for learning in primary science: Practices and benefits. Slough, England, UK: National Foundation for Education Research (NFER).
Keng, L., & Marion, S. (2020). Comparability of aggregated groups scores on the “same test”. In Comparability of Large-Scale Educational Assessments. Washington, DC: National Academy of Education
Kuhn, T. S., & Holland, D. (1970). The structure of scientific revolutions. University of Chicago Press.
Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76(11), 1066–1069. https://doi.org/10.1119/1.2978182
Lehrer, R. (2021). Accountable assessment. Research Conference 2021: Excellent Progress for Every Student: Proceedings and Program, 10–23. https://doi.org/10.37517/978-1-74286-638-3_9
Lesh, R. A., & Lamon, S. J. (Eds.). (2013). Future directions for mathematics assessment. Routledge. https://doi.org/10.4324/9780203053393
Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students ’ misconceptions. International Journal on Teaching and Learning in Higher Education, 21(2), 266–271. http://www.isetl.org/ijtlhe/pdf/IJTLHE732.pdf
Mazur, E. (1997). Peer instruction: A user’s manual . Upper Saddle River, NJ: Prentice Hall.
Mazur, E. (2009). Farewell, lecture? Science, 323, 50–51. https://doi.org/10.1126/science.1168927
Michinov, N., Morice, J., & Ferrières, V. (2015). A step further in peer instruction: Using the stepladder technique to improve learning. Computers & Education, 91, 1–13. https://doi.org/10.1016/j.compedu.2015.09.007
Minstrell, J. (2000). Student thinking and related assessment: Creating a facet-based learning environment. In Grading the nation’s report card: Research from the evaluation of NAEP , (pp. 44-73).
Minstrell, J., & Stimpson, V. (1996). A classroom environment for learning: Guiding students’ reconstruction of understanding and reasoning. In Innovations in learning: New environments for education (pp. 175-202). National Academy of Education (NAE) (2020). Comparability of Large-Scale Educational Assessments: Issues and Recommendations . Washington, DC: National Academies Press. National Research Council (NRC) (2001). Knowing what students know: The science and design of educational assessment . Washington, DC: National Academies Press
Pham, V. H. (2009). Computer modeling of the instructionally insensitive nature of the Texas assessment of knowledge and skills (TAKS) exam. University of Texas at Austin.
Piaget, J. (1971). Genetic epistemology: Translated by eleanor duckworth. W.W. Norton & Co.
Popham, W. J., Berliner, D. C., Kingston, N. M., Fuhrman, S. H., Ladd, S. M., Charbonneau, J., & Chatterji, M. (2014). Can today’s standardized achievement tests yield instructionally useful data? Challenges, promises and the state of the art. Quality Assurance in Education, 22 (4), 300-316.
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Rupp, A. A., & Templin, J. L. (2008). Unique characteristics of diagnostic classification models: A comprehensive review of the current state-of-the-art. Measurement: Interdisciplinary Research & Perspective, 6(4), 219–262. https://doi.org/10.1080/15366360802490866
Sadler, R. D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18 , 119 – 144.
Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131
Sessoms, J., & Henson, R. A. (2018). Applications of diagnostic classification models: A literature review and critical commentary. Measurement: Interdisciplinary Research and Perspectives, 16(1), 1–17. https://doi.org/10.1080/15366367.2018.1435104
Shepard, L. (2020). Why measurement principles should not be the focus of teacher learning about classroom assessment. In Proceedings of the 2020 AERA Annual Meeting. https://doi.org/10.3102/1573084
Shepard, L. A. (2016). Testing and assessment for the good of education: Contributions of AERA presidents, 1915–2015. Educational Researcher, 45(2), 112–121. https://doi.org/10.3102/0013189x16639599
Smith, J. P., III, diSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. https://doi.org/10.1207/s15327809jls0302_1
Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4(3), 231–240. https://doi.org/10.1080/0140528820040302
Stroup, W. (2021). Establishing statistical significance at scale for pattern-based items. In Proceedings of the 2021 AERA Annual Meeting. https://doi.org/10.3102/1690844
Stroup, W. (2021). Establishing statistical significance for comparisons using pattern-based items: Change at scale. In Proceedings of the 2021 AERA Annual Meeting. https://doi.org/10.3102/1690844
Stroup, W. M. (2002). Understanding qualitative calculus: A structural synthesis of learning research. International Journal of Computers for Mathematical Learning, 7(2), 167–215. https://doi.org/10.1023/a:1021147132127
Stroup, W. M. (2019). Interim Assessment Pattern-Based Item Report . Unpublished report submitted the Texas Commissioner of Education on December 12, 2019.
Stroup, W. M., & Wilensky, U. (2012). Assessing learning as emergent phenomena: Moving constructivist statistics beyond the bell curve. In Handbook of research design in mathematics and science education (pp. 877-911). New York, NY: Routledge.
Stroup, W. M., Ares, N. M., & Hurford, A. C. (2005). A dialectic analysis of generativity: Issues of network-supported design in mathematics and science. Mathematical Thinking and Learning, 7(3), 181–206. https://doi.org/10.1207/s15327833mtl0703_1
Stroup, W. M., Ares, N., Hurford, A. C., & Lesh, R. (2007). Diversity-by-design: The what, why, and how of generativity in next-generation classroom networks. In Foundations for the future in mathematics education (pp. 367-393). New York, NY: Routledge.
Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teacher practice. International Journal of Information and Education Technology, 607–610. https://doi.org/10.7763/ijiet.2013.v3.345
Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., & Stains, M. (2015). Research-Based implementation of peer instruction: A literature review. CBE—Life Sciences Education, 14(1), Article es3. https://doi.org/10.1187/cbe.14-11-0198
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes . Cambridge, MA: Harvard University Press. Yıldırım, T., & Canpolat, N. (2019). An investigation of the effectiveness of the peer instruction method on teaching about solutions at the high-school level. Education and Science, 44 (199), 127-147.
Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410 – 8415.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001
Wiliam, D., & Leahy, S. (2007). A theoretical foundation for formative assessment. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 29 – 42). New York: Teachers College Press.
Wiliam, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53 – 82). Mahwah, NJ: Lawrence Erlbaum Associates.
Wilson, M. & Wolfe, E. (2020) Comparability within a single assessment system. In Comparability of Large-Scale Educational Assessments. Washington, DC: National Academy of Education
Zendrato, R., Chang, B., & Fernando, A. (2025). Utilizing peer instruction to enhance academic achievement and active learning in business education. Journal of Education, Innovation and Communication, 7(1), 5–29. https://doi.org/10.34097/jeicom-7-1-1
References
Atasoy, V., & Kaya, G. (2022). Formative assessment practices in science education: A metasynthesis study. Studies in Educational Evaluation, 75, Article 101186. https://doi.org/10.1016/j.stueduc.2022.101186
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3–20. https://doi.org/10.1086/461846
Chin, C. (2004). Students’ questions: Fostering a culture of inquisitiveness in science classrooms. School Science Review, 86, 107–112. Students' questions: fostering a culture of inquisitiveness in science classrooms - Dialnet
Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315–1346. https://doi.org/10.1080/09500690600621100
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. https://doi.org/10.1002/tea.20171
Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977. https://doi.org/10.1119/1.1374249
Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. Reviews in Physics Education Research, 1(1), 1–55. https://doi.org/10.1119/revperv1.1.3
Fakoya, A., Ndrio, M., & McCarthy, K. J. (2023). Facilitating active collaborative learning in medical education; a literature review of peer instruction method. Advances in Medical Education and Practice, Volume 14, 1087–1099. https://doi.org/10.2147/amep.s421400
Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., & van der Wel, M. (2013). Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39(2), 116–124. https://doi.org/10.1016/j.stueduc.2013.03.001
Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53(11), 1043–1055. https://doi.org/10.1119/1.14030
Hansen, G. (2020). Formative assessment as a collaborative act. Teacher ’ s intention and students ’ experience: Two sides of the same coin, or? Studies in Educational Evaluation, 66, Article 100904. https://doi.org/10.1016/j.stueduc.2020.100904
Harlen, W. (2007). Criteria for evaluating systems for student assessment. Studies in Educational Evaluation, 33(1), 15–28. https://doi.org/10.1016/j.stueduc.2007.01.003
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158. https://doi.org/10.1119/1.2343497
Hodgson, C. (2010). Assessment for learning in primary science: Practices and benefits. Slough, England, UK: National Foundation for Education Research (NFER).
Keng, L., & Marion, S. (2020). Comparability of aggregated groups scores on the “same test”. In Comparability of Large-Scale Educational Assessments. Washington, DC: National Academy of Education
Kuhn, T. S., & Holland, D. (1970). The structure of scientific revolutions. University of Chicago Press.
Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76(11), 1066–1069. https://doi.org/10.1119/1.2978182
Lehrer, R. (2021). Accountable assessment. Research Conference 2021: Excellent Progress for Every Student: Proceedings and Program, 10–23. https://doi.org/10.37517/978-1-74286-638-3_9
Lesh, R. A., & Lamon, S. J. (Eds.). (2013). Future directions for mathematics assessment. Routledge. https://doi.org/10.4324/9780203053393
Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students ’ misconceptions. International Journal on Teaching and Learning in Higher Education, 21(2), 266–271. http://www.isetl.org/ijtlhe/pdf/IJTLHE732.pdf
Mazur, E. (1997). Peer instruction: A user’s manual . Upper Saddle River, NJ: Prentice Hall.
Mazur, E. (2009). Farewell, lecture? Science, 323, 50–51. https://doi.org/10.1126/science.1168927
Michinov, N., Morice, J., & Ferrières, V. (2015). A step further in peer instruction: Using the stepladder technique to improve learning. Computers & Education, 91, 1–13. https://doi.org/10.1016/j.compedu.2015.09.007
Minstrell, J. (2000). Student thinking and related assessment: Creating a facet-based learning environment. In Grading the nation’s report card: Research from the evaluation of NAEP , (pp. 44-73).
Minstrell, J., & Stimpson, V. (1996). A classroom environment for learning: Guiding students’ reconstruction of understanding and reasoning. In Innovations in learning: New environments for education (pp. 175-202). National Academy of Education (NAE) (2020). Comparability of Large-Scale Educational Assessments: Issues and Recommendations . Washington, DC: National Academies Press. National Research Council (NRC) (2001). Knowing what students know: The science and design of educational assessment . Washington, DC: National Academies Press
Pham, V. H. (2009). Computer modeling of the instructionally insensitive nature of the Texas assessment of knowledge and skills (TAKS) exam. University of Texas at Austin.
Piaget, J. (1971). Genetic epistemology: Translated by eleanor duckworth. W.W. Norton & Co.
Popham, W. J., Berliner, D. C., Kingston, N. M., Fuhrman, S. H., Ladd, S. M., Charbonneau, J., & Chatterji, M. (2014). Can today’s standardized achievement tests yield instructionally useful data? Challenges, promises and the state of the art. Quality Assurance in Education, 22 (4), 300-316.
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Rupp, A. A., & Templin, J. L. (2008). Unique characteristics of diagnostic classification models: A comprehensive review of the current state-of-the-art. Measurement: Interdisciplinary Research & Perspective, 6(4), 219–262. https://doi.org/10.1080/15366360802490866
Sadler, R. D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18 , 119 – 144.
Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131
Sessoms, J., & Henson, R. A. (2018). Applications of diagnostic classification models: A literature review and critical commentary. Measurement: Interdisciplinary Research and Perspectives, 16(1), 1–17. https://doi.org/10.1080/15366367.2018.1435104
Shepard, L. (2020). Why measurement principles should not be the focus of teacher learning about classroom assessment. In Proceedings of the 2020 AERA Annual Meeting. https://doi.org/10.3102/1573084
Shepard, L. A. (2016). Testing and assessment for the good of education: Contributions of AERA presidents, 1915–2015. Educational Researcher, 45(2), 112–121. https://doi.org/10.3102/0013189x16639599
Smith, J. P., III, diSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. https://doi.org/10.1207/s15327809jls0302_1
Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4(3), 231–240. https://doi.org/10.1080/0140528820040302
Stroup, W. (2021). Establishing statistical significance at scale for pattern-based items. In Proceedings of the 2021 AERA Annual Meeting. https://doi.org/10.3102/1690844
Stroup, W. (2021). Establishing statistical significance for comparisons using pattern-based items: Change at scale. In Proceedings of the 2021 AERA Annual Meeting. https://doi.org/10.3102/1690844
Stroup, W. M. (2002). Understanding qualitative calculus: A structural synthesis of learning research. International Journal of Computers for Mathematical Learning, 7(2), 167–215. https://doi.org/10.1023/a:1021147132127
Stroup, W. M. (2019). Interim Assessment Pattern-Based Item Report . Unpublished report submitted the Texas Commissioner of Education on December 12, 2019.
Stroup, W. M., & Wilensky, U. (2012). Assessing learning as emergent phenomena: Moving constructivist statistics beyond the bell curve. In Handbook of research design in mathematics and science education (pp. 877-911). New York, NY: Routledge.
Stroup, W. M., Ares, N. M., & Hurford, A. C. (2005). A dialectic analysis of generativity: Issues of network-supported design in mathematics and science. Mathematical Thinking and Learning, 7(3), 181–206. https://doi.org/10.1207/s15327833mtl0703_1
Stroup, W. M., Ares, N., Hurford, A. C., & Lesh, R. (2007). Diversity-by-design: The what, why, and how of generativity in next-generation classroom networks. In Foundations for the future in mathematics education (pp. 367-393). New York, NY: Routledge.
Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teacher practice. International Journal of Information and Education Technology, 607–610. https://doi.org/10.7763/ijiet.2013.v3.345
Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., & Stains, M. (2015). Research-Based implementation of peer instruction: A literature review. CBE—Life Sciences Education, 14(1), Article es3. https://doi.org/10.1187/cbe.14-11-0198
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes . Cambridge, MA: Harvard University Press. Yıldırım, T., & Canpolat, N. (2019). An investigation of the effectiveness of the peer instruction method on teaching about solutions at the high-school level. Education and Science, 44 (199), 127-147.
Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410 – 8415.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001
Wiliam, D., & Leahy, S. (2007). A theoretical foundation for formative assessment. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 29 – 42). New York: Teachers College Press.
Wiliam, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53 – 82). Mahwah, NJ: Lawrence Erlbaum Associates.
Wilson, M. & Wolfe, E. (2020) Comparability within a single assessment system. In Comparability of Large-Scale Educational Assessments. Washington, DC: National Academy of Education
Zendrato, R., Chang, B., & Fernando, A. (2025). Utilizing peer instruction to enhance academic achievement and active learning in business education. Journal of Education, Innovation and Communication, 7(1), 5–29. https://doi.org/10.34097/jeicom-7-1-1