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Todd Lamb, Emily P. Driessen, Abby E. Beatty, Rachel Youngblood, Abby Esco, Sehoya Cotner, Catherine Creech, Abby Grace Drake, Sheritta Fagbodun, Kristen S. Hobbs, A. Kelly Lane, Erin Larson, Sophie J. McCoy, Seth Thompson & Cissy J. Ballen. (2024) Equitable Instructor Assessment Changes Amid COVID-19 Pandemic. Journal of College Science Teaching 53:2, pages 95-110.
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Benjamin H. L. Harris, Samuel R. L. Harris, Jason L. Walsh, Christopher Pereira, Susannah M. Black, Vincent E. S. Allott, Ashok Handa & Harish Thampy. (2024) Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education. Medical Teacher 0:0, pages 1-8.
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Andy Wakefield, Rebecca Pike & Sheila Amici-Dargan. (2023) Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs. Assessment & Evaluation in Higher Education 48:7, pages 1025-1037.
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Gwyneth Hughes, David Baume, Ayona Silva-Fletcher & Linda Amrane-Cooper. (2023) Developing as a teacher: changing conceptions of teaching and the challenges of applying theory to practice. Teaching in Higher Education 0:0, pages 1-16.
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Javier Fernández Ruiz & Ernesto Panadero. (2023) Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content. Assessment & Evaluation in Higher Education 48:4, pages 485-501.
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Katia Ciampa & Zora M. Wolfe. (2023) From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process. Teaching in Higher Education 28:3, pages 487-503.
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Igor Kotlyar, Joe Krasman & Lisa Fiksenbaum. (2021) Virtual high-fidelity simulation assessment of teamwork skills: How do students react?. Journal of Research on Technology in Education 53:3, pages 333-352.
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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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Michael Henderson, Tracii Ryan & Michael Phillips. (2019) The challenges of feedback in higher education. Assessment & Evaluation in Higher Education 44:8, pages 1237-1252.
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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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Rachel Jakhelln & Michaela Pörn. (2019) Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research 27:5, pages 726-741.
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Robert A. Francis, James D.A. Millington & Gustav Cederlöf. (2019) Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue. Journal of Geography in Higher Education 43:4, pages 468-485.
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Rebecca McLaughlan & Jason M. Lodge. (2019) Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education. Teaching in Higher Education 24:1, pages 81-97.
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Luca Di Gregorio & Fran Beaton. (2019) Blogs in the modern foreign languages curriculum. A case study on the use of blogging as a pedagogic tool and a mode of assessment for modern foreign languages students. Higher Education Pedagogies 4:1, pages 406-421.
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Helen McLean. (2018) This is the way to teach: insights from academics and students about assessment that supports learning. Assessment & Evaluation in Higher Education 43:8, pages 1228-1240.
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Julie Rattray. (2018) Affect and ipsative approaches as a counter to pedagogic frailty: the guardian of traditional models of student success. Higher Education Research & Development 37:7, pages 1489-1500.
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Veronica W. Ho, Peter G. Harris, Rakesh K. Kumar & Gary M. Velan. (2018) Knowledge maps: a tool for online assessment with automated feedback. Medical Education Online 23:1.
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Diana Pereira, Maria Assunção Flores & Alexandra Barros. (2017) Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies 43:4, pages 442-463.
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Nicola Reimann & Ian Sadler. (2017) Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff. Assessment & Evaluation in Higher Education 42:5, pages 724-736.
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Frans J. Prins, Renske de Kleijn & Jan van Tartwijk. (2017) Students’ use of a rubric for research theses. Assessment & Evaluation in Higher Education 42:1, pages 128-150.
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Susan Cooper. (2017) A collaborative assessment of students’ placement learning. Assessment & Evaluation in Higher Education 42:1, pages 61-76.
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David Carless & Jiming Zhou. (2016) Starting small in assessment change: short in-class written responses. Assessment & Evaluation in Higher Education 41:7, pages 1114-1127.
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Margaret Bearman, Phillip Dawson, David Boud, Sue Bennett, Matt Hall & Elizabeth Molloy. (2016) Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education 21:5, pages 545-556.
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Marie Stowell, Marie Falahee & Harvey Woolf. (2016) Academic standards and regulatory frameworks: necessary compromises?. Assessment & Evaluation in Higher Education 41:4, pages 515-531.
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Laura Hills & Jonathan Hughes. (2016) Assessment worlds colliding? Negotiating between discourses of assessment on an online open course. Open Learning: The Journal of Open, Distance and e-Learning 31:2, pages 108-115.
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Tina Rapke. (2016) A process of students and their instructor developing a final closed-book mathematics exam. Research in Mathematics Education 18:1, pages 27-42.
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Tham T.H. Nguyen & Melanie Walker. (2016) Sustainable assessment for lifelong learning. Assessment & Evaluation in Higher Education 41:1, pages 97-111.
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Emma Medland. (2016) Assessment in higher education: drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education 41:1, pages 81-96.
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Gwyneth Hughes, Holly Smith & Brian Creese. (2015) Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes. Assessment & Evaluation in Higher Education 40:8, pages 1079-1094.
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Sally Roisin O'Hagan & Gillian Wigglesworth. (2015) Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context. Studies in Higher Education 40:9, pages 1729-1747.
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Maria Assunção Flores, Ana Margarida Veiga Simão, Alexandra Barros & Diana Pereira. (2015) Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education 40:9, pages 1523-1534.
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Aonghus McNabola & Ciara O’Farrell. (2015) Can teaching be evaluated through reflection on student performance in continuous assessment? A case study of practical engineering modules. Innovations in Education and Teaching International 52:5, pages 464-473.
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Sheena Bevitt. (2015) Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education 40:1, pages 103-119.
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Martin Barker & Michelle Pinard. (2014) Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments. Assessment & Evaluation in Higher Education 39:8, pages 899-915.
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Abby Cathcart, Dominique Greer & Larry Neale. (2014) Learner-focused evaluation cycles: facilitating learning using feedforward, concurrent and feedback evaluation. Assessment & Evaluation in Higher Education 39:7, pages 790-802.
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Susan Cooper & Jon Ord. (2014) Developing ‘know how’: a participatory approach to assessment of placement learning. Journal of Vocational Education & Training 66:4, pages 518-536.
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Luckmika Perera, Hoa Nguyen & Kim Watty. (2014) Formative Feedback through Summative Tutorial-based Assessments: The Relationship to Student Performance. Accounting Education 23:5, pages 424-442.
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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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Peter Williams, Jane Wray, Helen Farrall & Jo Aspland. (2014) Fit for purpose: traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help?. International Journal of Inclusive Education 18:6, pages 614-625.
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Franziska Trede & Megan Smith. (2014) Workplace educators’ interpretations of their assessment practices: a view through a critical practice lens. Assessment & Evaluation in Higher Education 39:2, pages 154-167.
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Jinrui Li & Rosemary De Luca. (2014) Review of assessment feedback. Studies in Higher Education 39:2, pages 378-393.
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Gwyneth Hughes, Elizabeth Wood & Kaori Kitagawa. (2014) Use of self-referential (ipsative) feedback to motivate and guide distance learners. Open Learning: The Journal of Open, Distance and e-Learning 29:1, pages 31-44.
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Tansy Jessop, Yassein El Hakim & Graham Gibbs. (2014) The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns. Assessment & Evaluation in Higher Education 39:1, pages 73-88.
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Fhatuwani J. Mundalamo & Thomas D.T. Sedumedi. (2013) A Mutual Peer-To-Peer Assessment on Pre-Service Teaching Practicum. Journal of Social Sciences 37:2, pages 197-208.
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Kim Watty, Paul de Lange, Rodney Carr, Brendan O'Connell, Bryan Howieson & Ben Jacobsen. (2013) Accounting Students' Feedback on Feedback in Australian Universities: They're Less Than Impressed. Accounting Education 22:5, pages 467-488.
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Clair Hughes. (2013) A case study of assessment of graduate learning outcomes at the programme, course and task level. Assessment & Evaluation in Higher Education 38:4, pages 492-506.
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Elizabeth Jones. (2013) Practice-based evidence of evidence-based practice: professional practice portfolios for the assessment of work-based learning. Quality in Higher Education 19:1, pages 56-71.
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Abby Cathcart & Larry Neale. (2012) Using Technology to Facilitate Grading Consistency in Large Classes. Marketing Education Review 22:1, pages 11-14.
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Berry O’Donovan, Ian Sadler & Nicola Reimann. Social moderation and calibration versus codification: a way forward for academic standards in higher education?. Studies in Higher Education 0:0, pages 1-14.
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