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Word* belgesi olarak bak | PDF belgesi olarak bak Projeleri Değerlendirme’de Alıntı Yapılan Kaynaklar
Projeleri Değerlendirme kaynağı boyunca aşağıdaki rapor ve makalelerden yapılmış çok sayıda alıntı vardır.
Amabile, T.M. (1983). The social psychology of creativity. New York:Springer-Verlag Incorporated.
Andrade, A. (1999). The thinking classroom. Cambridge, MA: Harvard Project Zero. learnweb.harvard.edu/alps/thinking/* 
Araisian, P. W. (2001). Classroom assessment, 2nd edition. New York: McGraw-Hill.
Airasian, P.W. (1991). Classroom assessment. New York: McGraw-Hill.
Askew, M.; Brown, M.; Rhodes, V.; Wiliam, D. and Johnson, D. (1997). Effective teachers of numeracy. London: King's College, University of London.
Bernard-Powers, J., Darling-Hammond, L., Der Ramos, A., Kass, M., LaBoskey, V., & Markowitz, M., et al. (2000). Principles of high quality teacher development. San Jose, CA: The Teacher Quality Collaborative.
Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston: Allyn & Bacon.
Black, P.; Harrison, C.; Lee, C.; Marshall, B; & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire, England: Open University Press.
Black, P. & Wiliam, D. (1998). Inside the black box? Raising standards through classroom assessment. Phi Delta Kappan. www.pdkintl.org/kappan/kbla9810.htm*
Bruce, L. B. (2001). Student self-assessment: Making standards come alive. Classroom leadership, 5(1).
Buchler, B. (2003). Terms of engagement—Rethinking teachers' independent learning traits. Naperville, IL: North Central Regional Educational Laboratory. www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd400.htm*
Costa, A. L. & Kallick, B. (2000). Building a system for assessing thinking. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking, (pp. 517-534). Alexandria, VA: ASCD.
ERIC (1993). Alternative assessment and technology. ED365312
Garrison, D.R. (1997, Fall). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-34.
Guskey, T. R. (2005). Mapping the road to proficiency. Educational leadership, 63(3), 32-38.
Johnson, N. & Rose, L. (1997). Portfolios: Clarifying, constructing, and enhancing. Lancaster, Pa.: Technomic Pub. Co.
Kennedy, M. (1991). Policy issues in teaching education. Phi Delta Kappan, 72(9), 661-666.
Kitsantis, A., Reisner, R. A., & .Doster, J. (2004). Developing self-regulated learners: Goal setting, self-evaluation, and organizational signals during acquisition of procedural skills. The journal of experimental education. 72 (4), 269-288.
Kulm, G. (1994). Mathematics assessment: What works in the classroom. San Francisco, CA: Jossey-Bass.
Langer, E. J. (1989). Mindfulness. New York: Merloyd Lawrence.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: McREL. www.mcrel.org/PDF/Instruction/5982RR_InstructionMeta_Analysis.pdf* (PDF;172)
McMillan, J. H. (2000). Basic assessment concepts for teachers and school administrators. College Park, MD: ERIC Clearinghouse on Assessment and Evaluation.
Moon, J., and Schulman, L. (1995). Finding the connections: Linking assessment, instruction, and curriculum in elementary mathematics. Portsmouth, NH: Heinemann.
Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg, Creativity handbook, (pp. 392-430). New York: Cambridge University Press.
Noonan, B. & Duncan, R. (2005). Peer and Self-Assessment in High Schools. Practical assessment, research and evaluation, 10(17), 1-8. pareonline.net/pdf/v10n17.pdf* (PDF; 8)
North Central Regional Educational Laboratory. (2003). enGauge 21st century skills: Literacy in the digital age.
Naperville, IL: Author. www.ncrel.org/engauge/skills/engauge21st.pdf* (PDF; 88)
Paris, S., & Ayres, L. (1994). Becoming reflective students and teachers. Washington D.C.: American Psychological Association.
Renyi, J. (1996). Teachers take charge of their learning: Transforming professional development for student success. New York: National Foundation for the Improvement of Education.
Rolheiser, C., & Ross, J. A. (2000). Student self-evaluation—What do we know? Orbit, 30(4), 33–36.
Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement (pp. 34-50). Newwark, DE: International Reading Association.
Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational leadership, 63(3).
Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22-27.
Stiggins, R.J. (1997). Student-centered classroom assessment, 2nd edition. Upper Saddle River, NJ: Prentice-Hall.
Stiggins, R. J. (1994). Student-centered classroom assessment. New York: Macmillan Publishing Company.
Taylor, B. (1995). Self-directed learning: Revisiting an idea most appropriate for middle school students. Paper presented at the Combined Meeting of the Great Lakes and Southeast International Reading Association, Nashville, TN, Nov 11-15. [ED395287]
Tomlinson, C. A. 2000). Differentiation of instruction in the elementary grades. Champaign, IL Clearinghouse on Elementary and Early Childhood Education.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.
Wiggins, G. (1990). The case for authentic assessment. Washington, DC: American Institute for Research.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of R\research in education (pp. 173-209). Washington, D.C.: American Educational Research Association.
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