Alismail H.A., McGuire P. 2015. 21st century standards and curriculum: Current research and practice. – Journal of Education and Practice 6.6: 150–154.

Allal L. 1993. Régulations métacognitives. – Allal L., Bain D., Perrenoud P. (eds.). L’évaluation formative et didactique du français. Neuchâtel: 81–98.

Allal L., Cardinet J., Perrenoud P. (eds.). 1979. L’évaluation formative dans un enseignement differencié. Bern.

Allal L., Lopez L.M. 2015. Formative assessment of learning. A review of publications in French. – Black P., William D. (eds.). Office of Economic Co-operation and Development: Formative assessment. Improving learning in secondary classrooms. Paris: 241–264.

Black P. 2010. Assessment of and for learning. Improving the quality and achieving a positive interaction. Brussels.

Black P., Harrison C., Lee C., Marshall B., Wiliam D. 2003. Assessment for learning. Putting it into practice. Berkshire.

Black P., Wiliam D. 1998. Assessment and classroom learning. – Assessment in Education 5: 7–71.

Black P., Wiliam D. 2015. Changing teaching through formative assessment. Research and practice. – Office of Economic Co-operation and Development: Formative assessment. Improving learning in secondary classrooms. Paris: 223–240.

Bloom B.S. 1968. Learning for mastery. – Evaluation Comment 1.2: 1–8.

Bloom B.S., Englehart M.D., Furst H.J., Hill W.H., Krathwohl D.R. 1956. Taxonomy of educational objectives. The classification of educational goals. Handbook I. Cognitive domain. New York.

Bloom B.S., Englehart M.D., Furst H.J., Hill W.H., Krathwohl D.R. 1964. Taxonomy of educational objectives. The classification of educational goals. Handbook II. Affective domain. New York.

Bloom B.S., Hasting J.T., Madaus G.F. 1971. Handbook on formative and summative evaluation of student learning. New York.

Bogdan R.C., Biklen S.K. 1982. Qualitative research for education. Introduction to theory and methods. Boston.

Bonniol J.J., Vial M. 1997. Les modèles de l’évaluation. Brussels.

Cardinet J. 1977. Objectifs éducatifs et evaluation individualisée. Neuchâtel.

Cardinet J. 1986. Évaluation scolaire et pratique. Brussels.

CEFR 2001 = Common European Framework of Reference for Languages. Teaching – Learning – Assessment. 2001. Cambridge.

Czetwertyńska G. 2015. Ocenianie jako nauczanie i uczenie się. – Języki Obce w Szkole 3: 4–9.

Dann R. 2002. Promoting assessment as learning. Improving the learning process. London.

De Bot K. 2015. A history of applied linguistics. London.

De Ketele J.M. (ed.). 1986. L’évaluation: approche descriptive ou prescriptive? Brussels.

DfES 2002 = Department for Education and Skills. 2002. Supporting Pupils Learning English as an Additional Language. Revised edition. Annesley (Notts).

Earl L.2013. Assessment as learning. Using classroom assessment to maximize student learning. Thousand Oaks.

Figari G., Achouche M. 2001. L’activité évaluative réinterrogée. Brussels.

Fuchs L.S., Fuchs D. 1986. Effects of systematic formative evaluation: A meta-analysis. – Exceptional Children 53: 199–208.

Gregoire J. 1996. Évaluer les apprentissages. Les apports dela psychologie cognitive. Brussels.

Hadji C. 1997. Évaluation démystifiée. Paris.

Haslam S.A., Wegge J., Postmes T. 2009. Are we on a learning curve or a treadmill? The benefits of participative group goal setting become apparent as tasks become increasingly challenging over time. – The European Journal of Social Psychology 39: 430–446.

Hattie J. 2008. Visible learning. A synthesis of over 800 meta-analysis relating to achievement. London.

Heritage M. 2013. Formative assessment in practice. A process of inquiry and action. Cambridge.

Herman J., Osmundson E., Silver D. 2010. Capturing quality in formative assessment practice. Measurement challenges. Los Angeles.

Herman J., Ripley M. 2012. Assessment and teaching of the 21st century. New York.

Herrmann J., Höfer C. 1999. Evaluation in der Schule – Unterrichtsevaluation. Gütersloh.

Ingenkamp K. 1985. Lehrbuch der Pädagogischen Diagnostik. Weinheim.

Kluger A.N., DeNisi A. 1996. The effects of feedback interventions on performance. A historial review, a meta-analysis and a preliminary feedback intervention theory. – Psychological Bulletin 119: 254–284.

Köller O. 2015. Formative assessment in classrooms. A review of the empirical German literature. – Black P., William D. (eds.). Office of Economic Co-operation and Development: Formative assessment. Improving learning in secondary classrooms. Paris: 265–279.

Komorowska H. 2018. Feedback in language learning and teaching. – Glottodidactica 45.2: 185–199.

Kucharczyk R. 2015. Jak definiować poprawność językową w epoce wielojęzyczności? Kryteria oceny wypowiedzi ustnej na egzaminie z języka obcego nowożytnego (na przykładzie egzaminów maturalnych). – Sujecka-Zając J. (ed.). Ewaluacja biegłości językowej. Warszawa: 119–132.

Kunnan J. (ed.). 2015. Talking about language assessment. London.

Laveault D. (ed.). 1992. Les pratiques d’évaluation en éducation. Montreal.

Laveault D., Allal L. 2016. Assessment for learning. Meeting the challenge of implementation. Hamilton.

Locke E.A. 2000. Motivation, cognition and action. An analysis of studies on task goals and knowledge. – Applied Psychology. An International Review 49: 408–429.

Looney J.W. 2011. Integrating formative and summative evaluation. Paris.

Louis R. 1999. L’évaluation des apprentissages en classe: théorie et pratique. Laval.

Nevo D. (ed.). 2002. School-based evaluation. An international perspective. Oxford.

OECD 2015 = Office of Economic Co-operation and Development: Formative assessment. Improving learning in secondary classrooms. 2015. Paris.

Ornstein A.C., Hunkins F.P. 1988. Curriculum. Foundations, principles and issues. Boston.

Perrenoud P. 1998. From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. – Assessment in Education 5.1: 85–102.

Pinar W.F. 2004. Understanding curriculum. New York.

Poehner M.E., Lantolf J.P. 2005. Dynamic assessment in the language classroom. – Language Teaching Research 9.3: 233–265.

Rodriguez M.C. 2004. The role of classroom assessment in student performance on TIMSS. – Applied Measurement in Education 17: 1–24.

Sadler R. 1998. Formative assessment. Revisiting the territory. – Assessment in Education 5: 77–84.

Scallon G. 2000. L’évaluation formative. Bruxelles.

Scriven M. 1967. The methodology of evaluation. – AERA Monograph Series on Evaluation 1: 39–83.

Sevigny M. 1981. Triangulated inquiry. A methodology for the analysis of classroom interaction. – Green J., Wallat C. (eds.). Ethnography and language in educational settings. Norwood: 65–85.

Shepard L.A. 2005. Linking formative assessment to scaffolding. – Educational Leadership 63.3: 66–70.

Shohamy E. 2001. The power of tests. A critical perspective on the uses of language tests. Singapore.

Stake R.E. 1967. The countenance of educational evaluation. – Teachers College Record 68.7: 523–540.

Sterna D. 2016. Uczyć się uczyć. Ocenianie kształtujące w praktyce. Warszawa.

Stufflebeam D.L. 1969. Evaluation as enlightenment for decision making. – Beatty W.H. (ed.). Improving educational assessment and an inventory of measures of affective behaviour. Washington, DC.

Taba H. 1966. Teaching strategies and cognitive functioning in elementary school children. Cooperative research project 2404. San Francisco.

Taylor Ph., Richards M. 1985. An introduction to curriculum studies. Milton Keynes.

Tedesco J.C., Opertii R., Amadio M. 2014. The curriculum debate: Why it is important today. – Prospects 44: 527–546.

Tyler R. 1949. Basic principles of curriculum and instruction. Chicago.

Van Patten B., Williams J. (eds.). 2015. Theories in second language acquisition. London.

Vidmar D.J. 2005. Reflective peer coaching. Crafting collaborative self-assessment in teaching. – Research Strategies 20.3: 135–148.

Wegge J. 2001. Motivation, information processing and performance. Effects of goal setting on basic cognitive processes. – Efklides A., Kuhl J., Sorrentino R. (eds.). Trends and prospects in motivation research. Dordrecht: 269–296.

Weiss J. (ed.). 1991. Évaluation – problème de communication. Cousset.

Wiggins G. 1989. The case for authentic assessment. ERIC Documents ED328611. [available at www.eric.ed.gov; last access: February 8, 2018].

Wiliam D. 2010. The role of formative assessment in effective learning environments. – Dumont H., Istance D., Benavides F. (eds.). The nature of learning. Using research to inspire practice. Paris: 135–159.