Der Portfolio-Ansatz in der Schülerbeurteilung der USA und seine ...

388
Birenbaum, M. (2003). New insights into learning and teaching and their implications for
assessment. In M. Segers, F. Dochy & Cascallar, Ed. (Eds.), Optimising new modes of
assessment: In search of qualities and standards (pp. 13–36).
Dordrecht/Boston/London: Kluwer Academic Publishers.
Black, P. (1998). Testing: Friend or foe? Theory and practice of assessment and testing.
London & Washington: Falmer Press.
Black, L., Daiker, D. A., Sommers, J. & Stygall, G. (Eds.). (1994). New directions in portfolio
pssessment: Reflective practice, critical theory, and large scale scoring. Portsmouth:
Heinemann.
Bloom, B. S., Engelhart, M. D., Furst, Ed. J., Hill, W. H. & Kratwohl, D. R. (1956/ 1973).
Taxonomie von Lernzielen für den kognitiven Bereich. Weinheim/Basel: Beltz Verlag.
Bloom, B. S., Hastings, J. Th. & Madaus, G. F. (1971). Handbook on formative and
summative evaluation of student learning. New York et al.: McGraw-Hill.
Blum, F. & Hengsen, A. (1995). Leitfaden zur Erstellung handlungsorientierter Aufgaben für
die schriftliche Abschlussprüfung der Bürokaufleute. Bonn: Institut für Bildungsforschung
(IBF).
Blum, F., Hengsen, A., Kloft, C. & Maichle, U. M. (1995). Erfassung von Handlungskompetenz
in den Prüfungen der Industrie und Handelskammern. Abschlussbericht.
Bonn: Institut für Bildungsforschung (IBF).
Blum, R. E. & Arter, J. A. (Eds.). (1996). A handbook for student performance assessment in
an era of restructuring. Alexandria, Virginia: Association for Supervision and
Curriculum Development (ASCD).
Boekaerts, M., Pintrich, P. R. & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San
Diego: Academic Press.
Bond, L., Moss, P. & Carr, P. (1996). Fairness in large-scale performance assessment. In
National Center for Education Statistics (Ed.), Technical issues in large-scale performance
assessment (pp. 117−140). Washington, DC: National Center for Education
Statistics. Office of Educational Research and Improvement. U.S. Department of
Education.
Borch, H. & Weissmann, H. (1999). Neue Qualifikationen erfordern neue Abschlussprüfungen.
BWP, 28 (2), 14−19.
Borko, H. & Elliott, R. (1998). Tensions between competing pedagogical and accountability
commitments for exemplary teachers of mathematics in Kentucky. (CSE Tech. Rep. No.
495). Los Angeles: University of California, Center for Research on Evaluation,
Standards, and Student Testing (CRESST).
Bracey, G. W. (1987a). Measurement driven instruction: Catchy phrase, dangerous practice.
Phi Delta Kappan, 68, 683−686.
Bracey, G. W. (1987b). The muddles of measurement-driven instruction. Phi Delta Kappan,
68, 688−689.
Brandt, H. (1994). Schülerbeurteilung und Schulreform. Die Deutsche Schule, 86, H. 3,
360−371.