Pellegrino, J.W., Baxter, G.P., and Glaser, R. (1999). Addressing the “two disciplines” problem: Linking theories of cognition and learning with assessment and instructional practice. In A. Iran-Nejad and P.D.Pearson (Eds.), Review of research in education (Volume 24). (pp. 307–353). Washington, DC: American Educational Research Association.
Plake, B.S., and Impara, J.C. (1997). Teacher assessment literacy: What do teachers know about assessment. In G.Phye (Ed.), Handbook of classroom assessment (pp. 53–68). San Diego: Academic Press.
Snow, R.E., and Lohman, D.F. (1993). Implications of cognitive psychology for educational measurement. In R.L.Linn (Ed.), Educational measurement (3rd Edition) (pp. 263–330). Phoenix, AZ: Onyx Press.
Stigler, J.W., and Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
Stokes, D.E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.
Wilson, M., and Adams, R.J. (1996). Evaluating progress with alternative assessments: A model for chapter 1. In M.B.Kane (Ed.), Implementing performance assessment: Promise, problems, and challenges. Hillsdale, NJ: Erlbaum.