The Initial Teacher Training (ITT) Core Content Framework is based around the Teachers' Standards and was developed in collaboration with teachers, school leaders, academics and education experts. It has been designed to support the development of trainee teachers in the areas of behaviour management, pedagogy, curriculum, assessment and professional behaviours. The Framework includes suggested reading to encourage trainee teachers to engage critically with research, this suggested reading is mapped to each of the Teachers' Standards and is presented in the tabs below. Where possible, links have been included to the full-text for journal articles and reports or the Library webpage for books.
The Framework can be read in full here.
Aronson, J. (Ed.) (2002). Improving academic achievement: Impact of psychological factors on education. Academic Press. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/1o9c8fh/alma991000260169707091
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Chapman, R.L., Buckley, L. & Sheehan, M. (2013). School-based programs for increasing connectedness and reducing risk behavior: A systematic review. Educational Psychology Review, 25(1), 95-114. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/a83emu/cdi_jstor_primary_23363964
Chetty, R., Friedman, J.N., & Rockoff J.E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633-2679. https://doi.org/10.1257/aer.104.9.2633
Education Endowment Foundation. (2018). Teaching and learning toolkit. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit
Hanushek, E. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100(4), 859-887. https://shibbolethsp.jstor.org/start?entityID=https%3A%2F%2Fidp.leedstrinity.ac.uk%2Fshibboleth&dest=https://www.jstor.org/stable/2138807&site=jstor
Institute of Education Sciences. (2008). Reducing behaviour problems in the elementary school classroom. https://ies.ed.gov/ncee/wwc/PracticeGuide/4
Johnson, S., Buckingham, M., Morris, S., Suzuki, S., Weiner, M., Hershberg, R., Fremont, E., Batanova, M., Aymong, C., Hunter, C., Bowers, E., Lerner, J., & Lerner, R.. (2016). Adolescents' character role models: Exploring who young people look up to as examples of how to be a good person. Research in Human Development, 13(2), 126-141. https://doi.org/10.1080/15427609.2016.1164552
Jussim, L. & Harber, K. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personallity and Social Psychology Review, 9(2), 131-155. https://doi.org/10.1207/s15327957pspr0902_3
Lazowski, R. A. & Hulleman, C. S. (2016). Motivation interventions in Education: A meta-analytic review. Review of Educational Research, 86(2), 602-640. https://doi.org/10.3102/0034654315617832
Murdock-Perriera, L.A. & Sedlacek, Q.C. (2018). Questioning Pygmalion in the twenty-first century: The formation, transmission and attributional influence of teacher expectancies. Social Psychology of Education, 21(3), 691-707. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/a83emu/cdi_scopus_primary_621189395
PISA. (2015). Do teacher-student relations affect students' well-being at school? https://doi.org/10.1787/5js391zxjjf1-en
Rathman, K., Herke, M., Hurrelmann, K., & Richter, M. (2018). Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms. PLoS ONE, 13(2). https://doi.org/10.1371/journal.pone.0189335
Rubie-Davies, C.M., Weinstein, R.S., Huang, F.L., Gregory, A., Cowan, P.A., & Cowan, C.P. (2014). Successive teacher expectation effects across the early school years. Journal of Applied Developmental Psychology, 35(3), 181-191. https://doi.org/10.1016/j.appdev.2014.03.006
Slater, H., Davies, N.M., & Burgess, S. (2012). Do teachers matter? Measuring the variation in teacher effectiveness in England. Oxford Bulletin of Economics & Statistics, 74(5), 0305-9049. https://doi.org/10.1111/j.1468-0084.2011.00666.x
Tsiplakides, I. & Kermida, A. (2010). The relationship between teacher expectations and student achievement in the teaching of English as a foreign language. English Language Teaching, 3(2), 22-26. https://files.eric.ed.gov/fulltext/EJ1081569.pdf
Valdebenito, S., Eisner, M., Farrington, M. M., & Ttofi, A.S. (2018). School-based interventions for reducing disciplinary school exclusion: A systematic review. Campbell Systematic Reviews, 14(1), i-216. https://doi.org/10.4073/csr.2018.1
Wubbels, T., Brekelmans, M., den Brok, P., Wiseman, L., Mainhard, T., & Tartwijk, J. (2014). Teacher-student relationships and classroom management. In E. T. Emmer, E. Sabornie, C Everston, & C Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues. (2nd ed. pp.363-836). Routledge. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/1o9c8fh/alma991000710699707091
Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational Psychological Consultation, 17(2-3), 191-210. https://doi.org/10.1080/10474410701413145
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306
Agarwal, P. K., Finley, J. R., Rose, N. S., & Roediger, H. L. (2017). Benefits from retrieval practice are greater for students with lower working memory capacity. Memory, 25(6), 764–771. https://doi.org/10.1080/09658211.2016.1220579
Allen, B. and Sims, S. (2018). The Teacher Gap. Routledge. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991000718939707091
Baddeley, A. (2003). Working memory: looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_pubmed_primary_14523382
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_crossref_primary_10_1007_s11092_008_9068_5
Chi, M. T. (2009). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.). International handbook of research on conceptual change (pp. 89-110). Routledge.
Clark, R., Nguyen, F. & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991001113825607091
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Progress in Brain Research, 169, 323-338.
Deans for Impact. (2015). The science of learning. https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Education Endowment Foundation. (2018). Improving secondary science guidance report. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4
Gathercole, S., Lamont, E., & Alloway, T. (2006). Working memory in the classroom. In S. Pickering (Ed.). Working memory and education, 219-240. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/1o9c8fh/alma991000060369707091
Hattie, J. (2012). Visible learning for teachers. Routledge. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/1o9c8fh/alma991000270909707091
Kirschner, P., Sweller, J., Kirschner, F. & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.https://doi.org/10.1007/s11412-018-9277-y
Pachler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. US Department of Education.
Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_proquest_journals_2035593295
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-20. https://go.gale.com/ps/i.do?p=AONE&u=tasc&id=GALE|A297041002&v=2.1&it=r&sid=bookmark-AONE&asid=477d83e9
Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2018). Domain-specific prior knowledge and learning: A meta-analysis prior knowledge and learning. https://doi.org/10.1080/00461520.2021.1939700
Sweller, J. (2016). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_elsevier_sciencedirect_doi_10_1016_j_jarmac_2015_12_002
Willingham, D. T. (2021). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. (2nd ed.). Jossey Bass. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991001326521507091
Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review, 22(4), 393–409. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_scopus_primary_50911001
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Common misconceptions of critical thinking. Journal of Curriculum Studies, 31(3), 269-283. https://doi.org/10.1080/002202799183124
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teachers: What makes it special? Journal of Teacher Education, 59, 389-407. https://www.math.ksu.edu/~bennett/onlinehw/qcenter/ballmkt.pdf
Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1). https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_crossref_primary_10_1007_s11092_008_9064_9
Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching: Review of the underpinning research. https://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Progress in brain research, 169, 323-338.
Deans for Impact. (2015). The science of learning. https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf
Education Endowment Foundation. (2018). Improving secondary science guidance report. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4
Education Endowment Foundation. (2018). Preparing for literacy: Guidance report. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-early-years
Education Endowment Foundation. (2018). Teaching and learning toolkit. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit
Guzzetti, B. J. (2000). Learning counter-intuitive science concepts: What have we learned from over a decade of research? Reading & Writing Quarterly: Overcoming Learning Difficulties, 16(2), 89 –98. http://dx.doi.org/10.1080/105735600277971
Jerrim, J., & Vignoles, A. (2016). The link between East Asian "mastery" teaching methods and English children's mathematics skills. Economics of Education Review, 50, 29-44. https://doi.org/10.1016/j.econedurev.2015.11.003
Machin, S., McNally, S., & Viarengo, M. (2018). Changing how literacy is taught: Evidence on synthetic phonics. American Economic Journal: Economic Policy, 10(2), 217–241. https://doi.org/10.1257/pol.20160514
Rich, P. R., Van Loon, M. H., Dunlosky, J., & Zaragoza, M. S. (2017). Belief in corrective feedback for common misconceptions:Implications for knowledge revision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(3), 492-501. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_proquest_journals_1875078931
Rosenshine, B. (2012). Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. https://www.aft.org//sites/default/files/periodicals/Rosenshine.pdf
Scott, C. E., McTigue, E. M., Miller, D. M., & Washburn, E. K. (2018). The what, when, and how of preservice teachers and literacy across the disciplines : A systematic literature review of nearly 50 years of research. Teaching and Teacher Education, 73, 1–13. https://doi.org/10.1016/j.tate.2018.03.010
Shanahan, T. (2005). The national reading panel report: Practical advice for teachers. https://files.eric.ed.gov/fulltext/ED489535.pdf
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_gale_infotracmisc_A161662104
Willingham, D. T. (2002). Ask the cognitive scientist. Inflexible knowledge: The first step to expertise. American Educator, 26(4), 31-33. https://www.aft.org/periodical/american-educator/winter-2002/ask-cognitive-scientist
Alexander, R.J. (2020). A dialogic teaching companion. Routledge. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991001339753607091
Coe, R., Aloisi, C., Higgins, S., & Major, L.E. (2014). What makes great teaching? Review of the underpinning research. https://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf
Donker, A.S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26. http://dx.doi.org/10.1016/j.edurev.2013.11.002
Donovan, M.S., & Bransford, J.D. (2005). How students learn: Mathematics in the classroom. The National Academies Press.
Dunlosky, J., Rawson, K.A., March, E.J., Nathan, M.J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4-58. https://doi.org/10.1177/1529100612453266
Education Endowment Foundation. (2016). Improving literacy in Key Stage One: Eight recommendations to support the literacy of 5-7 year olds. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1
Education Endowment Foundation. (2017a). Improving Mathematics in Key Stage Two and Three: Eight recommendations to improve outcomes in maths for 7-14 year olds. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/maths-ks-2-3
Education Endowment Foundation. (2017b). Metacognition and self-regulated: Seven recommendations for teaching self-regulated learning and metacognition. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition
Education Endowment Foundation. (2018a). Improving secondary science: Seven recommendations for improving science in secondary schools.https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4
Education Endowment Foundation. (2018b). Teaching and learning toolkit: An accessible summary of education evidence. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit
Elleman, A. M., Lindo, E.J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research of Educational Effectiveness, 2(1), 1-44. https://doi.org/10.1080/19345740802539200
Hodgen, J., Foster, C., Marks, R., & Brown, M. (2018). Improving Mathematics in Key Stages Two and Three: Evidence review. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/maths-ks-2-3
Institute of Education Sciences. (2009). Assisting students struggling with Mathematics: Response to intervention (RtI) for elementary and middle schools. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf
Jay, T., Willis, B., Thomas, P., Taylor, R., Moore, N., Burnett, C., Merchant, G., & Stevens, A. (2017). Dialogic teaching: Evaluation report and executive summary. http://shura.shu.ac.uk/17014/1/Dialogic_Teaching_Evaluation_Report.pdf
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509-539. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_scopus_primary_47568053
Kirschner, P., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233. https://doi.org/10.1007/s11412-018-9277-y
Leung, K. C. (2015). Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement. Journal of Educational Pscyhology, 107(2), 558-579. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_proquest_journals_1685913733
Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991000497609707091
Pan, S.C., & Rickard, T.C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710-756. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_proquest_journals_2035593295
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-20. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/a83emu/cdi_gale_infotracmisc_A297041002
Sweller, J. (2016). Working memory, long-term memory and instructional design. Journal of Applied Research in Memory and Cognition, 5(4), 360-367. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_elsevier_sciencedirect_doi_10_1016_j_jarmac_2015_12_002
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., & Travers M.C.(2019). Learners' attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425-444. https://doi.org/10.1080/02671522.2018.1452962
Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement task effort and appreciation of support. Instructional Science, 43(5), 615-641. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_springer_journals_10_1007_s11251_015_9351_z
Witter, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytical review. Educational Psychology Review, 22(4), 393-409. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/a83emu/cdi_scopus_primary_50911001
Zimmerman, B. J. (2002). Becoming a self-regulated learner: A overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Davis, P., Florian, L., Ainscow, M., Dyson, A., Farrell, P., Hick, P., & Rouse, M. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. https://dera.ioe.ac.uk/6059/1/RR516.pdf
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24(February), 31–54. https://doi.org/10.1016/j.edurev.2018.02.002
Education Endowment Foundation. (2018). Teaching and learning toolkit: An accessible summary of education evidence. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991000196199707091
Kriegbaum, K., Becker, N., & Spinath, B. (2018). The Relative Importance of Intelligence and Motivation as Predictors of School Achievement: A meta-analysis. Educational Research Review, 25 (November), 120-148. https://doi.org/10.1016/j.edurev.2018.10.001
Organisation for Economic Co-operation and Development. (2015) Pisa 2015 results (volume III): Policies and practices for successful schools.https://www.oecd-ilibrary.org/education/pisa-2015-results-volume-ii_9789264267510-en
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008) Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://journals.sagepub.com/doi/pdf/10.1111/j.1539-6053.2009.01038.x
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549–571. https://doi.org/10.1177/0956797617739704
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899. https://doi.org/10.3102/0034654316675417
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., & Travers, M. C. (2018). Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425-444. https://doi.org/10.1080/02671522.2018.1452962
Willingham, D. T. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32–35. https://doi.org/10.1080/00091383.2010.503139
Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), pp.5-31. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/18sa8im/cdi_crossref_primary_10_1007_s11092_008_9068_5
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black Box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/10.1177/003172170408600105
Christodoulou, D. (2017). Making good progress: The future of assessment for learning. Oxford University Press. https://leedstrinity.primo.exlibrisgroup.com/permalink/44LTUC_INST/bs2h3b/alma991000461459707091
Coe, R. (2013). Improving Education: A triumph of hope over experience. Centre for Evaluation and Monitoring. https://img1.wsimg.com/blobby/go/ede177f2-5088-4fee-a850-d64ccdf72d47/downloads/Improving%20Education%20Coe%20Inaugural%20June%202013.pdf?ver=1621348419849
Elliott, V., Baird, J., Hopfenbeck, T.N., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J., & Coleman, R., (2016). A marked improvement? A review of the evidence on written marking. Education Endowment Foundation. (PDF) A marked improvement? A review of the evidence on written marking (researchgate.net)
Education Endowment Foundation. (2018). Teaching and learning toolkit: An accessible summary of education evidence. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit
Gibson, S., Oliver, L., & Dennison, M. (2015). Workload challenge: Analysis of teacher consultation responses. Department for Education.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485075/DFE-RR456A_-_Workload_Challenge_Analysis_of_teacher_consultation_responses_sixth_form_colleges.pdf
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379. https://doi.org/10.1080/0969594970040304
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