1.4.9. MATERIAŁY DO DALSZEJ LEKTURY

  • Bennett, R.E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy and  Practice, 18(1), 5-25. DOI: 10.1080/0969594X.2010.513678.

  • Borman et al. (2020). The future of assessment: five principles, five targets for 2025. Jisc Report (February, 2020).

  • Day, I. N. Z., F. M. van Blankenstein, P. M. Westenberg, and W. F. Admiraal. 2018. Teacher and Student Perceptions of Intermediate Assessment in Higher Education. Educational Studies, 44(4), 449–467. https://doi.org/10.1080/03055698.2017.1382324 

  • Cormack, S. H., L. A. Eagle, and M. S. Davies. 2020. A Large-Scale Test of the Relationship between Procrastination and Performance Using Learning Analytics. Assessment  and Evaluation in Higher Education, 45(7), 1046–1059. https://doi.org/10.1080/02602938.2019.1705244 

  • Dokukina, I., & Gumanova, J. (2020). The rise of chatbots – new personal assistants in foreign language learning. Procedia Computer Science, 169,  542–546. https://www.sciencedirect.com/science/article/pii/S1877050920303355 (Accessed 11/3/22)


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