Page 70 - İstanbul Ölçme Değerlendirme Dergisi

Kaynaklar

Bandura, A. (1977). Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.
CASEL (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning
programs. Collaborative for Academic, Social, and Emotional Learning.
Cefai, C., Bartolo, P. A., Cavioni., V. & Downes, P (2018). Strengthening social and emotional education as a core
curricular area across the EU. A review of the international evidence, NESET II report. Publications Office of the
European Union.
Gardner, H. (2012). Zihin Çerçeveleri (E., Kılıç ve G., Tunçgenç, Çev.). Alfa Bilim. (1983).
Goleman, D. (2011). Duygusal zeka neden IQ’dan daha önemlidir? (B., SeçkinYüksel, Çev.). Varlık Yayınları.
(1995).
Kankaraš, M. & Suarez-Alvarez, J. (2019). Assessment framework of the OECD study on social and emotional
skills. OECD Education Working Papers No:27,OECD Publishing.
Kutlu, Ö. & Kula Kartal, S. (2018). The prominent student competences of the 21st century education and the trans-
formation of classroom assessment. International Journal of Progressive Education, 14(6), 70-82.
Locke, E. A. & Latham, G. P. (1994). Goal setting theory. H. F. O’Neil & Jr. M. Drillings. (Eds.). Motivation theory and
research. (p.13-31). Lawrence Erlbaum Associates Publishers.
Moss, C. M. & Brookhart, S. (2009). Advancing formative assessment in every classroom. ASCD.
Moss, C. M. & Brookhart, S. M. (2015). Formative classroom walkt hroughs. ASCD.
Pajares, F. (1996). Self-efficacy beliefs in academic setting. Review of Educational Research, 66(4), 543-578.
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.

ıstanbul

.

.
Istanbul
ÖLÇME
70 ( .
DEGERLENDIRME