Andrade, H. L., Valtcheva, A. (2009). Promoting learning and achievement through self‑assessment. Theory into Practice, 48(1), 12‑19.

Black, P., Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139‑148.

Boud, D., & Falchikov, N. (2006). Aligning assessment with long‑term learning. Assessment and Evaluation in Higher Education, 31(4), 399‑413.

Brookhart, S. M. (2013). How to assess higher‑order thinking skills in your classroom. ASCD.

Brookhart, S. M., & Guskey, T. R. (2007). Achievement Effects of High School Reform. Research in the Schools, 14 (1).

Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer‑based read‑aloud on test performance of high school students with learning disabilities. Journal of Technology, Learning, and Assessment, 3(7), 4‑32.

Guskey, T. R. (2003). How Classroom Assessments Improve Learning. Educational Leadership, 60(5), 6‑11.

Guskey, T. R. (2007). Closing the Assessment Gap: What Needs to be Done? Phi Delta Kappan, 89(8), 647‑654.

Hall K. (2022). Szkoła przyszłości. Jakich zmian potrzebujemy w edukacji? Warszawa: Wydawnictwo Stentor.

Ketterlin‑Geller, L. R. (2005). Knowing What All Students Know: Procedures for Developing Universal Design for Assessment, The Journal of Technology, Learning, and Assessment, Vol.4, N.2, 4‑23.

Marzano, R. J. (2012). Sztuka i teoria skutecznego nauczania. Warszawa: Wydawnictwo CEO.

Moss, C. M., Brookhart, S. M. (2014). Cele uczenia się. Warszawa: Wydawnictwo CEO.

Guskey, T. R. (2011). Five Obstacles to Grading Reform. Educational Leadership, 69(3), 17‑21.

Hattie, J., Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81‑112.

Hattie, J. (2015). Widoczne uczenie się dla nauczycieli. Warszawa: Wydawnictwo CEO.

Marzano, R. J. (2012). Sztuka i teoria skutecznego nauczania. Warszawa: Centrum Edukacji Obywatelskiej.

Pellegrino, J. W., Chudowsky, N., Glaser, R. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. National Academies Press.

Sterna, D. (2016). Uczę się uczyć. Warszawa: Wydawnictwo CEO.

Tomlinson, C. A. (2005). How to Differentiate Instruction in Mixed‑Ability Classrooms. ASCD.

Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom. Stenhouse Publishers.