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Assessment & Evaluation in Higher Education Volume 28, 2003 - Issue 2
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Original Articles

Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes

CHRIS RUST Oxford Brookes University, Oxford, UK
,
MARGARET PRICE Oxford Brookes University, Oxford, UK
&
BERRY O'DONOVAN Oxford Brookes University, Oxford, UK
Pages 147-164 | Published online: 27 May 2010

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Victor López-Pastor & Alvaro Sicilia-Camacho. (2017) Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education 42:1, pages 77-97.
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Jessica To & David Carless. (2016) Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education 40:6, pages 746-764.
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Jessica To. (2016) ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education 21:4, pages 447-467.
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V. Quesada-Serra, G. Rodríguez-Gómez & M.S. Ibarra-Sáiz. (2016) What are we missing? Spanish lecturers’ perceptions of their assessment practices. Innovations in Education and Teaching International 53:1, pages 48-59.
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Robyn Yucel, Fiona L. Bird, Jodie Young & Tania Blanksby. (2014) The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education 39:8, pages 971-986.
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Sylvia Yee Fan Tang. (2008) Issues in field experience assessment in teacher education in a standards‐based context. Journal of Education for Teaching 34:1, pages 17-32.
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Sven Isaksson. (2008) Assess as you go: the effect of continuous assessment on student learning during a short course in archaeology. Assessment & Evaluation in Higher Education 33:1, pages 1-7.
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W. Brian Whalley. (2008) What should a (Geography) degree for the 21st century be like?. Planet 19:1, pages 36-41.
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David Carless. (2007) Conceptualizing pre‐emptive formative assessment. Assessment in Education: Principles, Policy & Practice 14:2, pages 171-184.
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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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Stephen Case. (2007) Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree. Assessment & Evaluation in Higher Education 32:3, pages 285-299.
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Neil Duncan. (2007) ‘Feed‐forward’: improving students' use of tutors' comments. Assessment & Evaluation in Higher Education 32:3, pages 271-283.
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Margaret Price, Berry O’Donovan & Chris Rust. (2007) Putting a social‐constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review. Innovations in Education and Teaching International 44:2, pages 143-152.
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S. M. Fei, G. D. Lu & Y. D. Shi. (2007) Using multi-mode assessments to engage engineering students in their learning experience. European Journal of Engineering Education 32:2, pages 219-226.
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David Carless. (2007) Learning‐oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International 44:1, pages 57-66.
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David Nicol. (2007) E‐assessment by design: using multiple‐choice tests to good effect. Journal of Further and Higher Education 31:1, pages 53-64.
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Jackie Greatorex & Eva Malacova. (2006) Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level performance?. Research Papers in Education 21:3, pages 255-294.
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