[1] Shepard LA. Classroom Assessment to Support Teaching and Learning. The ANNALS of the American Academy of Political and Social Science, 2019; 683(1), 183–200.
[2] Harlen W. Formative classroom assessment in science and mathematics. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice. New York, NY: Teachers College Press. 2007.
[3] Office of Educational Evaluation of the Ministry of Education . Evaluation in the service of education. Tehran: Azar Barzin Publications. 2004.[Persian]
[4] Rastegar, Tahereh. (2003) Evaluation in the service of education. Tehran: Manadi Tarbiat Cultural Institute. Tehran. [Persian]
[5] Hassani M. Guide to performing descriptive evaluation in the first, second and third grades of elementary school. Tehran: Preschool Education Office. 2005. [Persian]
[6] Rahimi N. Investigating the role of teaching quality on learners' efficiency. Master Thesis in Educational Psychology. Islamic Azad University of Ahvaz. 2019. [Persian]
[8] Morgan GB, Hodge, KJ, Trepinks TM, Anderson LW. The stability of teacher performance and effectiveness: Implications for policies concerning teacher evaluation. Education Policy Analysis Archives, 2014; 22(95).
[9] Carless D. 2018. The development of student feedback literacy: enabling uptake of feedback. 43, 1315-1325.
[10] Huber SG, Skedsmo G. Standardization and assessment practices. Educ Asse Eval Acc, 2017; 29, 1–3.
[11] Brown GTL. Is Assessment for Learning Really Assessment? Front. Educ. 2019; 4:64
[12] Deslauriers L., Et al(2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS September , 116 (39) 19251-19257.
[13] Hinton DP, Higson H. A large-scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment. PLoS ONE; 2017 12(8): e0182711.
[14] Donlan A. The Fearless Teaching Framework: A Model to Synthesize Foundational Education Research for University Instructors. Journal of education development, 2019; 38, 33-49
[15] Rowan S, Newness EJ, Tetradis S, Prasad JL, Ko CC, Sanchez A. Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment. Journal of dental education, 2017; 81(11), 1362–1372.
[16] Karimzadeh E, Roozian C, Khyberi H. Analysis of the role of continuous evaluation in improving the teaching-learning process, National Conference on Psychology of Educational and Social Sciences, Mazandaran, Komeh Alam Avaran Danesh Scientific Research Institute,. 2015. [Persian]
[17] Motamed Nia F, Manzoori Lashkar MH, Nojavan P. The role of formative evaluation and providing feedback in improving the quality of chemistry education. 8th Iranian Chemistry Education Seminar. 2013[Persian]
[18] Faraj Elahi M, Haghighi FS. The role of continuous evaluation in deepening the learning of second grade elementary school students in Tehran. Education, 2007; 23 (4): 116-73. [Persian]
[19] Bruan M. Improving Education Through Assessment, Innovation, and Evaluation. American Academy of Arts and Sciences, 2006.
[20] Jabbarifar T. The Importance of Classroom Assessment and Evaluation in Educational System. Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009)INTI University College, Malaysia. 2009.
[21] Skedsmo G, Huber S. Teacher evaluation: the need for valid measures and increased teacher involvement. Educ Asse Eval Acc 2018; 30: 1–5
[22] Garira E. Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools. Social Sciences & Humanities. 2020.
[23] Archer E. The Assessment Purpose Triangle: Balancing the Purposes of Educational Assessment. Front. Educ. 2017; 2:41.
[24] Shepard L. Testing and Assessment for the Good of Education: Contributions of AERA Presidents, 1915–2015. Educational Researcher, 2016; 45(2): 112–121.
[25] Farnia MA, Aqdasi AN, Shushtari W. Investigating the effect of feedback on formative evaluation on the academic achievement of mathematics course for fifth grade female elementary students in Miandoab city in the academic year of 2009-2010. Scientific Journal of Education and Evaluation, 2013;6(24):78-67. [Persian]
[26] Hayward L. Assessment is learning: The preposition vanishes. Assessment in Education: Principles, Policy & Practice, 2015; 22(1), 27–43.
[27] Earl LM. Assessment As learning: Using classroom assessment to maximize student learning. London: Sage. 2013.
[28] Velacho M. Classroom assessment practices in middle school science lessons: A study among Greek science teachers. Journal Cogent Education, 2018; 5, 48.