Citations (47)
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Annemette Kjærgaard, Julie Buhl-Wiggers & Elisabeth Naima Mikkelsen. (2023) Does gradeless learning affect students’ academic performance? A study of effects over time. Studies in Higher Education 0:0, pages 1-15.
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Liesbeth Baartman, Hanneke Baukema & Frans Prins. (2023) Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment & Evaluation in Higher Education 48:5, pages 598-612.
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Stuart Tannock. (2017)
No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education 42:8, pages 1345-1357.
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Sylvia Heeneman & Willem de Grave. (2017) Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – An activity theory analysis. Medical Teacher 39:4, pages 368-376.
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Heather Stewart, Hazel Roddam, Deborah Wisby & James Selfe. (2017) The influence of portfolio aims and structure on student attitudes towards portfolios as a learning tool: a scoping review. Physical Therapy Reviews 22:1-2, pages 86-94.
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Naomi E. Winstone, Robert A. Nash, Michael Parker & James Rowntree. (2017) Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52:1, pages 17-37.
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Elaine F. Dannefer & Richard A. Prayson. (2013) Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting. Medical Teacher 35:8, pages 655-660.
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Erik Driessen & Fedde Scheele. (2013) What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research. Medical Teacher 35:7, pages 569-574.
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Elaine F. Dannefer. (2013) Beyond assessment of learning toward assessment for learning: Educating tomorrow's physicians. Medical Teacher 35:7, pages 560-563.
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Elaine F. Dannefer, S. Beth Bierer & Sophia P. Gladding. (2012) Evidence within a portfolio-based assessment program: What do medical students select to document their performance?. Medical Teacher 34:3, pages 215-220.
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Articles from other publishers (37)
Annemette Kjærgaard, Elisabeth Naima Mikkelsen & Julie Buhl-Wiggers. (2022) The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education. Management Learning 54:4, pages 556-575.
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Michela Febbraro, Ghazaleh Kazemi, Rosalyn Juergens & Gregory R. Pond. (2023) Trainee Evaluations of Preparedness for Clinical Trials in Medical Oncology—A National Questionnaire. Current Oncology 30:8, pages 7627-7637.
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Jessica Greenfield, Kelli Qua, Richard A. Prayson & S. Beth Bierer. (2023) “It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study. Medical Science Educator 33:4, pages 963-974.
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M. Morris & M. O'Connor. (2023) Clinical portfolios as a tool to develop competence in radiography education. Radiography 29:3, pages 617-624.
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Farah Otaki, Mandana Gholami, Iman Fawad, Anjum Akbar & Yajnavalka Banerjee. (2023) Students’ Perception of Formative Assessment as an Instructional Tool in Competency-Based Medical Education: Proposal for a Proof-of-Concept Study. JMIR Research Protocols 12, pages e41626.
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Faten A. AlRadini. (2022) Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study. BMC Medical Education 22:1.
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Sebastien Combefis & Virginie Van Den Schrieck. (2022) Continuous Competency-Based Assessment: Impact of Regular Student Involvement on their Performances and Success. Continuous Competency-Based Assessment: Impact of Regular Student Involvement on their Performances and Success.
Ritu Lakhtakia, Farah Otaki, Laila Alsuwaidi & Nabil Zary. (2022) Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments. JMIR Medical Education 8:3, pages e35820.
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Colleen Y. Colbert & S. Beth Bierer. (2022) The Importance of Professional Development in a Programmatic Assessment System: One Medical School’s Experience. Education Sciences 12:3, pages 220.
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Hannah L. AndersonJoshua KurtzDaniel C. West. (2021) Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review. Academic Medicine 96:11S, pages S164-S174.
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Sebastien Combefis & Virginie Van Den Schrieck. (2021) Transforming a Course with a Traditional Evaluation into a Competency-Based Assessment Approach: a Practical Experiment. Transforming a Course with a Traditional Evaluation into a Competency-Based Assessment Approach: a Practical Experiment.
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Pihel Hunt, Äli Leijen & Marieke van der Schaaf. (2021) Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics. Education Sciences 11:6, pages 278.
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Elenita Forsberg, Kristina Ziegert, Håkan Hult & Uno Fors. (2016) Assessing progression of clinical reasoning through virtual patients: An exploratory study. Nurse Education in Practice 16:1, pages 97-103.
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