11. 引用文献
Assessment Reform Group (2002). Assessment for learning.
Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgen, M. (1991). The in-
structional effect of feedback in test-like events. Review of Educational Research,
61, 213–238.
Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in
Education, 5, 7–74.
Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through
classroom assessment. Phi Delta Kappan, 80, 139–144.
Black, P. (2009). Formative assessment issues across the curriculum: The theory and
the practice. TESOL Quarterly, 43, 519–524.
Brookhart, S. M. (1997a). Effects of the classroom assessment environment on math-
ematics and science achievement. Journal of Educational Research, 90, 323–330.
Brookhart, S. M. (1997b). A theoretical framework for the role of classroom assess-
ment in motivating pupil effort and achievement. Applied Measurement in Educa-
tion, 10, 161–180.
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment
purposes and uses. Educational Measurement: Issues and Practice, 22, 5–12.
Brookhart, S. M. (2007). Expanding views about formative classroom assessment: A
review of the literature. In J. H. McMillan (Ed.), Formative classroom assessment:
theory into practice. New York: Teachers College Press. pp. 43–62.
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, 58, 1–14.
Chan, J. C. Y., & Lam, S. (2010). Effects of different evaluative feedback on students’
self-efficacy in learning. Instructional Science, 38, 37–58.
Clariana, R. B., Wagner, D., & Roher Murphy, L. C. (2000). Applying a connectionist
description of feedback timing. Educational Technology Research and Development,
48 (3), 5–21.
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning.
Educational Psychology Review, 24, 205–249.
11
12. Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests.
Psychological Bulletin, 52, 281–302.
Cronbach, L. J. (1963). Course improvements through evaluation. Teachers College
Record, 64, 672–672.
Cumming, G. (2014). The new statistics: Why and how. Psychological Science, 25,
7–29.
Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-
analysis. Exceptional Children, 53, 199–208.
橋本重治 (1956).答案返却の方法が学習成果に及ぼす影響の研究 教育心理学研究, 3,
14–24.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
Research, 77, 81–112.
Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn.
London: Routledge.
鹿毛雅治 (1993).到達度評価が児童の内発的動機づけに及ぼす効果 教育心理学研究,
41,367–377.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on perfor-
mance: A historical review, a meta-analysis, and a preliminary feedback interven-
tion theory. Psychological Bulletin, 119, 254–284.
Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place
of response certitude. Educational Psychology Review, 1, 279–308.
Li, S. (2010). The effectiveness of corrective feedback in sla: A meta-analysis. Lan-
guage Learning, 60, 309–365.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language
classrooms. Language Teaching, 46, 1–40.
Messick, S. (1995). Validity of psychological assessment: Validation of inferences from
persons’ responses and performances as scientific inquiry into score meaning. Amer-
ican Psychologist, 50, 741–749.
Nakata, T. (in press). Effects of feedback timing on second language vocabulary learn-
ing: Does delaying feedback increase learning? Language Teaching Research, –.
並木博 (2006).概念的妥当性の検証:心理測定学的構成概念と認知心理学的構成概念の
場合 教育心理学年報, 45,134–144.
Phelan, J., Choi, K., Vendlinski, T., Baker, E., & Herman, J. (2011). Differential im-
12
13. provement in student understanding of mathematical principles following formative
assessment intervention. Journal of Educational Research, 104, 330–339.
Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28, 4–13.
Sadler, D. R. (1983). Evaluation and the improvement of academic learning. Journal
of Higher Education, 54, 60–79.
Sadler, R. (1989). Formative assessment and the design of instructional systems. In-
structional Science, 18, 119–144.
Schroth, M. L. (1992). The effects of delay of feedback on a delayed concept formation
transfer task. Contemporary Educational Psychology, 17, 78–82.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive
skill learning. American Educational Research Journal, 33, 359–382.
Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, &
M. Scriven (Eds.), Perspectives of curriculum evaluation. Chicago: Rand McNally.
pp. 39–83.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research,
78, 153–189.
鈴木雅之 (2011a).ルーブリックの提示による評価基準・評価目的の教示が学習者に及ぼ
す影響:テスト観・動機づけ・学習方略に着目して 教育心理学研究, 59,131–143.
鈴木雅之 (2011b).ルーブリックの提示が学習者に及ぼす影響のメカニズムと具体的事例
の効果の検討 日本教育工学会論文誌, 35,279–287.
Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. As-
sessment in Education: Principles, Policy & Practice, 18, 433–449.
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition:
Making science accessible to all students.. Cognition and Instruction, 16, 3–118.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evalua-
tion, 37, 3–14.
13