Assessment for Learning in History: Maximizing Error Analysis to bridge students’ learning gaps in answering Source-Based Case Study Questions, pp. 13 of 13


Boud, D. (2007). Reframing assessment as if learning was important. In D. Boud & N. Falchikov (Eds.), Rethinking assessment for higher education: Learning for the longer term (pp. 14-25). London: Routledge.

Butler, R. (1988). ‘Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance’, British Journal of Educational Psychology, 38: 1-14.

Doll, B., Zucker, S., & Brehm, K. (2004). Resilient classrooms: Creating healthy environments for learning. New York, NY: The Guilford Press.

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008

Gradual Release of Responsibility Figure. Online, available at:,-or-Not-Learning,-in-School.aspx

Hattie, J. and Timperley, H. (2007). ‘The power of feedback’. Review of Educational Research, 77: 81-112.

Mercer, N., Daes, L., Wegerif, R. and Sams, C. (2004). ‘Reasoning as a scientist: ways of helping children to use language to learn science’, British Educational Research Journal, 30: 359-77.

MOE (2013). Online, available at

Moss, C. and Brookhart, S. (2009). Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. Alexandria: ASCD.

Panadero, E. and Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2), 450-462.

 Prete, T. D. (1997). The “Rounds” Model of Professional Development. From the Inside. Fall 1997. Number 1. Taken from

Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77-85.

Watkins, C. (2003). Learning: a sense-maker’s guide, London: Association of Teachers and Lecturers.

Wormeli, Rick. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Portland, Stenhouse Publishers.


An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

Newsletter Subscription

Subscribe to our newsletter and stay up-to-date with new journal issues!