Citations (65)
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Alison I. Graham, Christie Harner & Sara Marsham. (2022) Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?. Assessment & Evaluation in Higher Education 47:7, pages 1071-1086.
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Liang Liao. (2022) Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment. Teaching in Higher Education 0:0, pages 1-16.
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Rola Ajjawi, Margaret Bearman & David Boud. (2021) Performing standards: a critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education 26:5, pages 728-741.
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Margaret Bearman & Rola Ajjawi. (2021) Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria. Studies in Higher Education 46:2, pages 359-368.
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Helen Dixon, Eleanor Hawe & Richard Hamilton. (2020) The case for using exemplars to develop academic self-efficacy. Assessment & Evaluation in Higher Education 45:3, pages 460-471.
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Ying Zhan. (2019) Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment & Evaluation in Higher Education 44:7, pages 973-986.
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E. Hawe, U. Lightfoot & H. Dixon. (2019) First-year students working with exemplars: promoting self-efficacy, self-monitoring and self-regulation. Journal of Further and Higher Education 43:1, pages 30-44.
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Wondifraw Dejene. (2019) The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education 6:1.
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Ke Zhao, Jie Zhang & Xiangyun Du. (2017) Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course. Teaching in Higher Education 22:7, pages 785-804.
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Alexandre Lafleur, Jonathan Laflamme, Jimmie Leppink & Luc Côté. (2017) Task Demands in OSCEs Influence Learning Strategies. Teaching and Learning in Medicine 29:3, pages 286-295.
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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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Jan McArthur. (2016) Assessment for social justice: the role of assessment in achieving social justice. Assessment & Evaluation in Higher Education 41:7, pages 967-981.
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Sean Kearney, Timothy Perkins & Shannon Kennedy-Clark. (2016) Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model. Assessment & Evaluation in Higher Education 41:6, pages 840-853.
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José-Luis Menéndez-Varela & Eva Gregori-Giralt. (2016) The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees. Assessment & Evaluation in Higher Education 41:2, pages 228-244.
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Matthew Bamber. (2015) The impact on stakeholder confidence of increased transparency in the examination assessment process. Assessment & Evaluation in Higher Education 40:4, pages 471-487.
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Thuy T. Vu & Gloria Dall’Alba. (2014) Authentic Assessment for Student Learning: An ontological conceptualisation. Educational Philosophy and Theory 46:7, pages 778-791.
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Krista Court. (2014) Tutor feedback on draft essays: developing students’ academic writing and subject knowledge. Journal of Further and Higher Education 38:3, pages 327-345.
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Linus Hagström & Max Scheja. (2014) Using meta-reflection to improve learning and throughput: redesigning assessment procedures in a political science course on power. Assessment & Evaluation in Higher Education 39:2, pages 242-252.
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Amani Bell, Rosina Mladenovic & Margaret Price. (2013) Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education 38:7, pages 769-788.
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Helen Larkin & Ben Richardson. (2013) Creating high challenge/high support academic environments through constructive alignment: student outcomes. Teaching in Higher Education 18:2, pages 192-204.
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Jacques van der Meer. (2012) ‘I don’t really see where they’re going with it’: communicating purpose and rationale to first-year students. Journal of Further and Higher Education 36:1, pages 81-94.
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Emma Payne & George Brown. (2011) Communication and practice with examination criteria. Does this influence performance in examinations?. Assessment & Evaluation in Higher Education 36:6, pages 619-626.
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Charlotte Lemanski. (2011) Access and assessment? Incentives for independent study. Assessment & Evaluation in Higher Education 36:5, pages 565-581.
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Mark Pulman. (2010) Assessing personal attributes in the group rehearsal. Music Education Research 12:4, pages 395-414.
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Chrisann Palm & Jayne Bisman. (2010) Benchmarking Introductory Accounting Curricula: Experience from Australia. Accounting Education 19:1-2, pages 179-201.
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Glen Hornby, Gayle Jennings & Duncan Nulty. (2009) Facilitating Deep Learning in an Information Systems Course through Application of Curriculum Design Principles. Journal of Teaching in Travel & Tourism 9:1-2, pages 124-141.
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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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Suellen Shay. (2008) Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education 13:5, pages 595-605.
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Alan Gleaves, Caroline Walker & John Grey. (2008) Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?. Assessment & Evaluation in Higher Education 33:3, pages 219-231.
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Adrian Kirkwood & Linda Price. (2008) Assessment and student learning: a fundamental relationship and the role of information and communication technologies. Open Learning: The Journal of Open, Distance and e-Learning 23:1, pages 5-16.
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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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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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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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Antonia Scholkmann, Tobias Alexander Bang Tretow-Fish, Kathrin Otrel-Cass & Elisabeth Lauridsen Lolle. Researching student competence development through the lens of cultural historical activity theory. Teaching in Higher Education 0:0, pages 1-19.
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Zhiwei Wu. (2019) Understanding students’ mimicry, emulation and imitation of genre exemplars: An exploratory study. English for Specific Purposes 54, pages 127-138.
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Margaret Bearman & Rola Ajjawi. (2018) From “Seeing Through” to “Seeing With”: Assessment Criteria and the Myths of Transparency. Frontiers in Education 3.
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Inês Bruno, Leonor Santos & Nilza Costa. (2016) The way students’ internalize assessment criteria on inquiry reports. Studies in Educational Evaluation 51, pages 55-66.
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Diogo Montalvão & Thomas Baker. (2015) Correlating peer and tutor assessment on a low-stakes engineering assignment. International Journal of Mechanical Engineering Education 43:3, pages 168-179.
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