2014

Books

Griffin, P. (Eds) (2014). Assessment for Teaching. Melbourne: Cambridge University Press.

Book chapters

Care, E. (2014). The approach in action: A Case Study at Warragul Regional College. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp. 250-264.

Griffin, P. (2014). International Student Assessment (PISA). In Phillips DC (ed), Encyclopedia of Educational Theory and Philosophy. Thousand Oaks, United States: Sage Publications, pp. 423-426.

Care, E., & Griffin, P. (2014). Cultural Change and Assessment. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp. 91-106.

Care, E., Griffin, P., Zhang, Z., & Hutchinson, D. (2014). Large-scale testing and its contribution to learning. In C. Wyatt-Smith, V. Klenowski, and P. Colbert (Eds.), The Enabling Power of Assessment. Dordrecht: Springer.

Francis, M. & Griffin, P., (2014). School leaders and Assessment. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 293-311.

Francis, M., Robertson, P., & Hutchinson, D. (2014). Team-Based Interpretation. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 69-90

Griffin, P., (2014). FAQ for PLT. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 278-292.

Griffin, P., (2014)., Serendipity and an Accidental Psychometrician. In M. de Ibarrola and D.C Phillips (Eds)., Leaders in Educational Research: Intellectual Self Portraits by Fellows of the International Academy of Education. Netherlands: Sense Publishers, pp. 75-93.

Griffin, P., & Care, E. (2014). Assessment is for Teaching. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 1-12.

Griffin, P., & Care, E. (2014). Test construction. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 156-173.

Griffin, P., Care, E., Crigan, J., Robertson, P., Zhang, Z. & Arratia-Martinez, A. (2014). The influence of evidence-based decisions by collaborative teacher teams on student achievement. In S. Billet., C. Harteis & H. Gruber, International Handbook on Research in Professional and Practice-based Learning. Dordrecht: Springer.

Griffin, P., & Robertson, P. (2014). Professional Learning Teams and Decision Making. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 13-25.

Griffin, P., & Robertson, P (2014). Judgement-based Assessment. In P. Griffin (Ed.),Assessment for Teaching. Melbourne: Cambridge University Press. pp 107-124.

Griffin, P., & Robertson, P. (2014). Writing Assessment Rubrics. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 125-155.

Griffin, P., & Robertson, P. (2014). Deriving a Criterion Referenced Framework. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 174-186.

Griffin, P., & Robertson, P and Hutchinson, D. (2014). Modified Guttman Analysis. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 187-211.

Griffin, P., & Robertson, P and Hutchinson, D. (2014). Interpreting Data to Evaluate Progress. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 212-233.

Griffin, P., Care, E., Francis, M., & Scoular, C. (2014). The role of assessment in improving learning in a context of high accountability. In C. Wyatt-Smith, V. Klenowski, and P. Colbert (Eds.), The Enabling Power of Assessment. Dordrecht: Springer.

Hutchinson, D, Francis, M. and Griffin, P. (2014). Developmental Teaching and Assessment. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 26-57.

Pavlovic, M., Awwal, A., Mountain, R., & Hutchinson, D. (2014). Conducting Assessments. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 58-68.

Woods, K., & Mountain, R. (2014). Developmental Assessment for Students with Additional Needs. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 234-249.

Refereed Journal Articles

Bui, M. & Birney, D. (2014). Learning and individual differences in Gf processes and Raven's. Learning and Individual Differences. 32: 104-113

Fong, R. W. T., Lee, J. C. K., Chang, C. Y., Zhang, Z. H., Ngai, A. C. Y., & Lim, C. P. (2014). Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies. The Internet and Higher Education. 20: 60-68.

Griffin, P. (2014). Performance Assessment of Higher Order Thinking. Journal of Applied Measurement. 15 (1): 53-68

Kong, S. C., Chan, T.-W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, Looi, C. K., Milrad, M., Norris, C., Nussbaum, M., Sharples, M., So, W. M. W., Soloway, E., & Yu, S. (2014). E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications. Educational Technology & Society. 17(1): 70–78.

Unrefereed Journal Articles

Care, E., (21 January 2014), Assessing 21st century skills. Perspective Paper for the Centre for Education Research and Practice.

Reports

Assessment Research Centre (2014). Annual Report 2012-2013. University of Melbourne: 44.