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Sherene Hattingh & Maria Northcote. (2023) Personalising online assessments: a systematic literature review. Journal of Further and Higher Education 47:10, pages 1420-1436.
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Benjamin Luke Moorhouse & Lucas Kohnke. (2023) Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies. Pedagogies: An International Journal 18:3, pages 431-449.
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Serafina Pastore. (2023) Italian teachers’ conceptions of large-scale assessment: what are the implications for assessment literacy?. Teacher Development 27:2, pages 153-171.
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Oluseyi Oluseun Adesina, Olufunbi Alaba Adesina, Ismail Adelopo & Godfred Adjappong Afrifa. (2023) Managing group work: the impact of peer assessment on student engagement. Accounting Education 32:1, pages 90-113.
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Virginia L. Byrne, Erin Hogan, Neil Dhingra, Monica Anthony & Colleen Gannon. (2021) An exploratory study of how novice instructors pivot to online assessments strategies. Distance Education 42:2, pages 184-199.
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Michael Henderson, Michael Phillips, Tracii Ryan, David Boud, Phillip Dawson, Elizabeth Molloy & Paige Mahoney. (2019) Conditions that enable effective feedback. Higher Education Research & Development 38:7, pages 1401-1416.
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Michael Campbell, Eileen Mazur Abel & Robert Lucio. (2019) The One-minute Paper as a Catalyst for Change in Online Pedagogy. Journal of Teaching in Social Work 39:4-5, pages 519-533.
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Mark Roughley, Kathryn Smith & Caroline Wilkinson. (2019) Investigating new areas of art-science practice-based research with the MA Art in Science programme at Liverpool School of Art and Design. Higher Education Pedagogies 4:1, pages 226-243.
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Jennifer Charteris & Joanne Dargusch. (2018) The tensions of preparing pre-service teachers to be assessment capable and profession-ready. Asia-Pacific Journal of Teacher Education 46:4, pages 354-368.
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Daniel Zahra, Iain Robinson, Martin Roberts, Lee Coombes, Josephine Cockerill & Steven Burr. (2017) Rigour in moderation processes is more important than the choice of method. Assessment & Evaluation in Higher Education 42:7, pages 1159-1167.
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James Kite & Philayrath Phongsavan. (2017) Evaluating standards-based assessment rubrics in a postgraduate public health subject. Assessment & Evaluation in Higher Education 42:6, pages 837-849.
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Fraser J. Scott. (2017) A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology. Journal of Biological Education 51:2, pages 107-122.
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Atta Gebril. (2017) Language teachers’ conceptions of assessment: an Egyptian perspective. Teacher Development 21:1, pages 81-100.
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Rasha ElSaheli-Elhage & Shlomo Sawilowsky. (2016) Assessment practices for students with learning disabilities in Lebanese private schools: A national survey. Cogent Education 3:1.
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Tim Deignan & Sally Brown. (2016) Educator perspectives on the use of alternative assessment methods within taught Masters programmes: an exploratory study using activity theory and Q methodology. Educational Review 68:4, pages 379-402.
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Peter Grainger, Lenore Adie & Katie Weir. (2016) Quality assurance of assessment and moderation discourses involving sessional staff. Assessment & Evaluation in Higher Education 41:4, pages 548-559.
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Mike Staunton & Chris Dann. (2016) Formative assessment: improvement, immediacy and the edge for learning. International Journal of Pedagogies and Learning 11:1, pages 22-34.
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Raimundo Castaño, Raquel Poy, Raluca Tomşa, Noelia Flores & Cristina Jenaro. (2015) Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables. Teachers and Teaching 21:7, pages 894-907.
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Fabienne M. Van der Kleij, Jorine A. Vermeulen, Kim Schildkamp & Theo J.H.M. Eggen. (2015) Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice 22:3, pages 324-343.
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Jay Bainbridge, James Melitski, Anne Zahradnik, Eitel J. M. Lauría, Sandeep Jayaprakash & Josh Baron. (2015) Using Learning Analytics to Predict At-Risk Students in Online Graduate Public Affairs and Administration Education. Journal of Public Affairs Education 21:2, pages 247-262.
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Malcolm Tight. (2015) Theory application in higher education research: the case of communities of practice. European Journal of Higher Education 5:2, pages 111-126.
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Nancy Worth. (2014) Student-focused assessment criteria: thinking through best practice. Journal of Geography in Higher Education 38:3, pages 361-372.
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Jo-Anne Baird. (2014) Assessment and attitude. Assessment in Education: Principles, Policy & Practice 21:2, pages 129-132.
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E.M. Vrieling, Th.J. Bastiaens & P.J.J. Stijnen. (2013) The ‘Self-Regulated Learning Opportunities Questionnaire': a diagnostic instrument for teacher educators' professional development. Professional Development in Education 39:5, pages 799-821.
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Sean Kearney. (2013) Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education 38:7, pages 875-891.
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Luís Tinoca & Isolina Oliveira. (2013) Formative assessment of teachers in the context of an online learning environment. Teachers and Teaching 19:2, pages 214-227.
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Eloisa Lorente & David Kirk. (2013) Alternative democratic assessment in PETE: an action-research study exploring risks, challenges and solutions. Sport, Education and Society 18:1, pages 77-96.
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Jonathan Tummons. (2012) Theoretical trajectories within communities of practice in higher education research. Higher Education Research & Development 31:3, pages 299-310.
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Mary
F. Hill. (2011) ‘Getting traction’: enablers and barriers to implementing Assessment for Learning in secondary schools. Assessment in Education: Principles, Policy & Practice 18:4, pages 347-364.
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DuncanD. Nulty. (2011) Peer and self‐assessment in the first year of university. Assessment & Evaluation in Higher Education 36:5, pages 493-507.
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Deborah Chetcuti, MichaelA. Buhagiar & Anthony Cardona. (2011) The Professional Development Portfolio: learning through reflection in the first year of teaching. Reflective Practice 12:1, pages 61-72.
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GrahamD. Hendry, Nikki Bromberger & Susan Armstrong. (2011) Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education 36:1, pages 1-11.
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Xin Liang. (2010) Assessment use, self-efficacy and mathematics achievement: comparative analysis of PISA 2003 data of Finland, Canada and the USA. Evaluation & Research in Education 23:3, pages 213-229.
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David Nicol. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education 35:5, pages 501-517.
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Jo‐Anne Baird. (2010) The theory–practice gap. Assessment in Education: Principles, Policy & Practice 17:2, pages 113-116.
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Claire Wyatt‐Smith, Val Klenowski & Stephanie Gunn. (2010) The centrality of teachers’ judgement practice in assessment: a study of standards in moderation. Assessment in Education: Principles, Policy & Practice 17:1, pages 59-75.
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Ann MacPhail & John Halbert. (2010) ‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education. Assessment in Education: Principles, Policy & Practice 17:1, pages 23-39.
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Sue Bloxham. (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment & Evaluation in Higher Education 34:2, pages 209-220.
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Deborah Chetcuti. (2009) Identifying a Gender‐inclusive Pedagogy from Maltese Teachers’ Personal Practical Knowledge. International Journal of Science Education 31:1, pages 81-99.
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Berry O'Donovan, Margaret Price & Chris Rust. (2008) Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education 13:2, pages 205-217.
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Eleanor Hawe. (2007) Student teachers’ discourse on assessment: form and substance. Teaching in Higher Education 12:3, pages 323-335.
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Simon Cassidy. (2007) Assessing ‘inexperienced’ students' ability to self‐assess: exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education 32:3, pages 313-330.
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NancyT. Davis, Evrim
Genc Kumtepe & Mehmet Aydeniz. (2007) Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment. Educational Assessment 12:2, pages 113-135.
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Selma Vonderwell, Xin Liang & Kay Alderman. (2007) Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education 39:3, pages 309-328.
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MichaelA. Buhagiar. (2007) Classroom assessment within the alternative assessment paradigm: revisiting the territory. The Curriculum Journal 18:1, pages 39-56.
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Deborah Chetcuti. (2007) The use of portfolios as a reflective learning tool in initial teacher education: a Maltese case study. Reflective Practice 8:1, pages 137-149.
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Sue Bloxham & Amanda West. (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12:1, pages 77-89.
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Val Klenowski, Sue Askew & Eileen Carnell. (2006) Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education 31:3, pages 267-286.
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Andy T Dungan & Leigh Gronich Mundhenk. (2006) Student Self-Assessment: A Tool for Engaging Management Students in Their Learning. Organization Management Journal 3:1, pages 54-73.
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ToveI. Dahl. (2006) When precedence sets a bad example for reform: conceptions and reliability of a questionable high stakes assessment practice in Norwegian universities. Assessment in Education: Principles, Policy & Practice 13:1, pages 5-27.
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Deborah Chetcuti, Patricia Murphy & Grace Grima. (2006) The formative and summative uses of a Professional Development Portfolio: a Maltese case study. Assessment in Education: Principles, Policy & Practice 13:1, pages 97-112.
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James Elander, Katherine Harrington, Lin Norton, Hannah Robinson & Pete Reddy. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education 31:1, pages 71-90.
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Sue Bloxham
& Amanda West. (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education 29:6, pages 721-733.
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Harvey Woolf
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Berry O'donovan
, Margaret Price & Chris Rust. (2004) Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education 9:3, pages 325-335.
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& Abigail Barzilai. (2004) Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assessment & Evaluation in Higher Education 29:1, pages 41-61.
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