王文中、呂金燮、吳毓瑩、張郁雯、張淑慧（2004）。教育測驗與評量─教室學習觀點（第二版）。台北：五南。
江文慈（2007）。超越測量—評量典範轉移的探索與啟示。教育實踐與研究，20（1），173-200。
吳毓瑩（2003）。教學評量之信念探究─松竹梅三個個案詮釋暨啟示。國立台北師範學院學報：教育類，16(1)，137-161。
李姿慧（2006）。幼稚園教師實施幼兒評量之現況調查研究—以桃園地區為例。國立新竹教育大學幼兒教育學系碩士論文，未出版，新竹。
李嘉華（2005）。台北縣幼兒園教師對於教學評量的實施情況研究。國立台灣師範大學家庭教育研究所碩士論文，未出版，台北。
尚愛梅（2009）。幼兒評量變革之研究—一所公立幼稚園的經驗。國立新竹教育大學幼兒教育學系碩士論文，新竹。
林育瑋（2008）。以幼稚園為本位的教師專業成長歷程之行動研究。教育研究集刊，51（1），15-48。
林佩璇（2000）。個案研究及其在教育研究上的應用。載於中正大學教育研究所（主編），質的研究方法（頁239-263），高雄：麗文。
林嘉玲（2011）。幼稚園聯絡簿—行動研究歷程。國立東華大學幼兒教育學系碩士論文，未出版，花蓮。
胡惠絮、 吳毓瑩、徐式寬 (2010)。長高─教學評量實踐知識的意象內涵與運作。課程與教學，13（4）, 111-131 。
孫志麟（2003）。教師專業成長途徑：知識管理的觀點。國立臺北師範學院學報，16（1），229-252。
張靜文 （2012）。從真實評量觀點看幼兒園之教學評量。臺灣教育評論月刊，1（11），12-14。
張靜文（2009）。幼稚園親師動研究—Focault 權力觀點之分析。國立臺灣師範大學人類發展與家庭學系博士論文，未出版，臺北市。
教育部（2012）。幼兒園教保活動課程暫行大綱。台北市：教育部國民及學前教育署。
教育部（2015）。幼兒園教保活動課程手冊下冊。台北市：教育部國民及學前教育署。
教育部（2016）。幼兒園教保活動課程大綱。台北市：教育部國民及學前教育署。
教育部（印刷中）。幼兒園幼兒學習指標與評量指引。台北市：教育部國民及學前教育署。
梁佳蓁（2016）。國小附幼實施品德教育親師聯絡簿之探究。幼兒教育年刊，27，25-45。
莊尤姿、蔣姿儀（2010）。幼稚園社區融合主題教學多元評量實施歷程之探究。幼兒教育年刊，21，77-106。
郭諭樺（2008）。主題式課程中幼兒學習評量與實務之研究。國立嘉義大學幼兒教育學系碩士論文，未出版，嘉義。
陳向明（2002）。社會科學質的研究。台北：五南出版社。
陳姿蘭、廖鳳瑞（2012）。試析幼兒園教育評量之現象。靜宜人文社會學報，6（1），151-176。
陳紀萍、吳毓瑩（印刷中）。幼兒教師在學習評量實踐知識上之專業發展—個人主體與幼兒園願景交互考量。人類發展與家庭學報。
陳國泰（2006）。國小自然與生活科技資深專家教師實務知識的發展之個案研究。國立臺北教育大學學報，19（2），31-64。
廖鳳瑞、林世華、柯華葳（2014）。幼兒園幼兒學習評量指標研擬延續計畫結案報告。台北市：教育部國教司。
廖鳳瑞、林世華、柯華葳、楊金寶（2012）。幼托整合後幼兒園幼兒能力指標研擬計畫結案報告。台北市：教育部國民及學前教育署。
甄曉蘭（2000）。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44，61-90。
甄曉蘭（2004）。課程理論與實務─解構與重建。臺北：高等教育。
甄曉蘭（2008）。促進學習的課堂評量－概念分析與實施策略。中等教育，59（1），92-109。
蔡敏玲（1996）。教育質性研究者請在文本中現身：兩項重要思慮。國民教育， 37（2），21-30。
蕭玉佳、吳毓瑩（2006）成長路上話成長：幼稚園學習歷程檔案建構之行動與省思。應用心理研究，32，217-244。
蕭夏玉（2014）。幼兒園實施檔案評量之研究—以桃園縣一所幼兒園為例，朝陽科技大學幼兒保育系碩士論文，未出版，台中。
瞿海源、畢恆達、劉長萱、楊國樞（編）（2012）。社會及行為科學研究法。台北：東華。
Neuman, W. Lawrence（2000）. 社會研究方法—質化與量化取向（朱柔若譯）。台北市：揚智文化。（原著出版於 1997）
Allal, L., & Lopez, L. M. (2005). Formative assessment of learning: A review of publications in French. In OECD, Formative Assessment-Improving Learning in Secondary Classroom, 241-264.
Airasian, P. W.（1996）. Assessment in the classroom: a concise approach, Boston, MA: McGraw-Hill.
Airasian, P. W. & Russell, M. K.（2008）. Classroom assessment: Concepts and applications (6th ed.), New York, NY: McGraw-Hill.
Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press.
Black, P. & Wiliam, D (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, U.K.: Open University Press.
Boehm, A. E., (1992). Glossary of assessment terms. In L.R. Williams, & D. P. Fromberg (Eds.), Encyclopedia of early childhood education. New York, NY: Garland Publishing, Inc.
Box, C. (2008). Formative assessment: patterns, personal practice assessment theories, and impact on student achievement and motivation in science (Doctoral dissertation, Texas Tech University). Retrieved from: https://ttu-ir.tdl.org/ttu-ir/bitstream/handle/2346/9299/Box_Mary_diss.pdf?sequence=1
Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956-983.
Calderhead, J. (1988). The development of knowledge structures in learning to teach. In J. Calderhead (Ed.), Teachers' professional learning (pp.51-64). London, UK: The Falmer Press.
Clandinin, D. J. (1985). Personal practical knowledge: A study of teacher’s classroom images. Curriculum inquiry, 15(4), 361-385.
Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories, stories of teachers, school stories, stories of schools. Educational Researcher, 25(3), 24–30.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York, NY: Macmillan.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York, NY: Teachers College Press.
Cornett, J. W. (1987). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary social studies teacher. (Doctoral dissertation, The Ohio State University, Columbus).
Cornett, J. W. (1990a). Utilizing action research in graduate curriculum courses. Theory Into Practice, 29(3), 185–195.
Cornett, J. W. (1990b). Teacher thinking about curriculum and instruction: A case study of a secondary social studies teacher. Theory and Research in Social Education, 18(3), 248-273.
Cornett, J. W., Chase, K.S., Miller, P., Schrock, D., Bennett, B. J., Goins, A., & Hammond, C. (1992). Insights form the analysis of our own theorizing: The viewpoints of seven teachers, In B. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting cumcu1um practice, theory, and research (pp.137-157). New York, NY: State University of New York Press.
Cornett, J. W., Elliot, J. J., Chant, R., & Stern, B. (1994). Creating partnerships and building a reflective community: The role of personal theorizing and action research. In E. Wayne Ross (Ed.), Reflective practice in social studies, National Council for the Social Studies Bulletin 88 (pp.77-84). Washington, DC: The National Council for the Social Studies.
Cornett, J. W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practice theories and their influences upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74, 517-529.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches (4th ed.). Thousand Oaks, CA: Sage Publiccations.
Dewey, J. (1922). Human nature and conduct. New York, NY: Henry Holt & Co.
Dewey, J. (1958). Experience and nature. New York, NY: Dover publications.
Dewey, J. (1997). Experience and education. New York, NY: Free Press.
Dorn, S. (2010). The political dilemmas of formative assessment. Council for Exceptional Children, 76(3), 325-337.
Duffee, L., ＆ Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), 493-506.
Earl, L. & Giles, D. (2011). An-other look at assessment: assessment in learning. New Zealand Journal of Teacher’s Work, 8(1), 11-20.
Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin Press.
Elbaz, F. (1981). The teacher’s practical knowledge: Report of a case study. Curriculum Inquiry, 11(1), 43-71.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York, NY: Nichols.
Elliott, J. (1991). Action research for educational change. Milton Keynes, UK: Open University Press.
Erickson, F.（1986）. Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York, NY: Macmillan.
Erkens, C. (2009). Developing our assessment literacy. In T. R. Guskey (Ed.), The teacher as assessment leader. Bloomington, IN: Solution Tree Press.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
Fenstermacher, G. D. (1994). The knower and known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of Research in Education (pp. 3-56). Washington, DC: American Educational Research Association.
Frohbieter, G., Greenwald, E., Stecher, B., & Schwartz, H. (2011). Knowing and doing: What teachers learn from formative assessment and how they use the information (CRESST Report 802). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Giles, D. L., & Earl, K. (2010). Assessment in learning: Being-in assessment. Paper presented to the Australian Teacher Education Association (ATEA) 2010 Conference: Teacher Education for a Sustainable Future. Rydges Townsville, Queensland, Australia; 4-7 July.
Glazzard, J., & Percival, J. (2010). Assessment for learning: theoretical perspectives and leading pedagogy. In J. Glazzard, D. Chadwick, A. Webster, & J. Percival (Eds.), Assessment for Learning in the Early Years Foundation Stage (pp 2-16). London, UK: Sage Publications Inc.
Glesne, C. (2016). Becoming qualitative researchers: an introduction (5th ed.). New York, NY: Pearson Education, Inc.
Grossman, P. L. (1994). Teachers’ knowledge. In T. Husen ＆ N. Postlethwaite (Eds.). The international encyclopedia of education (2nd ed., pp.6117-6122). Oxford, UK: Pergamon Press.
Gullo, D. F. (1994). Understanding assessment and evaluation in early childhood education. New York, NY: Teachers College Press.
Gullo, D. F., Bersani, C, Clements, D., & Bayless, K. M. (1986). A comparative study of all-day, alternate-day, and half-day kindergarten schedules: Effects on achievement and classroom social behaviors. Journal of Research in Childhood Education, 1 (1), 87–94.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
Hopkins (1998). Educational and psychological measurement and evaluation (8th ed.). Boston, MA: Allyn & Bacon
Jackson, P. W. (1968). Life in classrooms. New York, NY: Holt, Rinehart and Winston, Inc.
Lather, P. (1993). Fertile obsession: Validity after poststruralism. Sociological Quarterly, 34, 673-693.
Levin, B. B., & He, Y. (2008). Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education, 59(1), 55–68.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In Denzin, N. K. & Lincoln, Y.S. (Eds.), Handbook of Qualtative Research (pp.163-188). Thousand Oaks, CA: Sage.
Marland, P. (1988). Teachers’ practical theories: Implications for preservice teacher education. Asia-Pacific Journal of Teacher Education & Development, 1, 15-23.
McAfee, O. & Leong, D. J. (2007). Assessing and guiding young children's development and learning (4th ed.). Boston, MA: Allyn and Bacon.
McCutcheon, G. (1999). Deliberation to develop school curricula. In J. G. Henderson & K. R. Kesson (Eds.), Understanding democratic curriculum leadership (pp. 33-46). New York, NY: Teachers College Press.
McCutcheon, G. (2002). Developing the curriculum: solo and group deliberation. New York, NY: Educator's International Press.
McMillan, J.H. (2010). The practical implications of educational aims and contexts for formative assessment. In H.L. Andrade & G.J. Cizek (Eds.), Handbook of formative assessment (pp. 41-58). New York, NY: Routledge.
McNamara, D., & Desforges, C. (1978). The social sciences, teacher education and the objectification of craft knowledge. British Journal of Teacher Education, 4(1), 17-36.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.
Miller, M. D., Linn, R. L., Gronlund, N. E., & Linn, R. L. (2009). Measurement and assessment in teaching (10th ed.). Upper Saddle River, NJ: Pearson Education.
Morrison, G. (2009). Early Childhood Education Today (11th ed.). Upper Saddle River, NJ: Pearson Education.
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.
Popham, W. J. (2008). Transformative Assessment. Alexandra, VA: Association for Supervision & Curriculum Development.
Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, NJ: Rutgers University Press.
Sanders, D. P., & McCutcheon, G. (1986). The development of practical theories of teaching. Journal of Curriculum and Supervision, 2(1), 50–67.
Schwab, J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association.
Schwab, J. J. (1969/1978). The practical: A language for the curriculum. In I. Westbruy , & N. Wilkof (Eds.), Science, curriculum, and liberal education selected essays (pp. 287-321). Chicago, IL: University of Chicago.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Smith, M. L., & Glass, G. V. (1987). Research and evaluation in education and the social sciences. Bergen County, NJ: Englewood Cliffs.
Snow, C. E., Van, H. S. B., & Committee on Developmental Outcomes and Assessments for Young Children. (2008). Early childhood assessment: Why, what, and how. Washington, D.C: National Academies Press.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stern, P., & Shavelson, R. J. (1983). Reading teachers’ judgments, plans, and decision making. Reading Teacher, 37, 280-286.
Sternberg, R. J & Caruso, R. (1985). Practical modes of knowing. In E. Eisner (Ed.), Learning and teaching: The ways of knowing (pp.133-158). Chicago, IL：University of Chicago Press.
Stiggins, R. J. (2001). The unfulfilled promise of classroom assessment. Educational Measurement: Issues and Practice, 20(3), 5-15.
Stofflett, R.T. (1994). The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education. Journal of Research in Science Teaching, 31(8), 787-810.
Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: using action research to explore and modify theory. British Educational Research Journal, 27(5), 617-631.
Ussher, B, & Earl, K. (2010). ‘Summative’ and ‘formative’: Confused by the assessment terms? New Zealand Journal of Teachers’ Work, 7(1), 53-63.
VanWynsberghe, R., & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods, 6(2), 80-94.
Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.