Christopher DeLuca

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

Generative AI in Higher Education

Review of computer‐based assessment for learning in elementary and secondary education

A systematic review of prerequisites for implementing assessment for learning in classroom practice

Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College

Observing instructional quality in the context of school evaluation

The flipped classroom: A review of its advantages and challenges

Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom

The Assessment Purpose Triangle: Balancing the Purposes of Educational Assessment

Generic dimensions of teaching quality: the German framework of Three Basic Dimensions

A review of feedback models and typologies: Towards an integrative model of feedback elements

Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices

Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform

Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning

Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning

International trends in the implementation of assessment for learning: Implications for policy and practice

Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory

Rethinking validation in complex high-stakes assessment contexts

Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices

Assessment literacy development: identifying gaps in teacher candidates’ learning

The Current State of Assessment Education

Toward a Teacher Professional Learning Continuum in Assessment for Learning

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond