Citations (103)
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Juuso Henrik Nieminen. (2024) Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education 29:4, pages 841-859.
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Xiaotong Zhu & Carol Evans. (2024) Enhancing the development and understanding of assessment literacy in higher education. European Journal of Higher Education 14:1, pages 80-100.
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Juuso Henrik Nieminen & Juulia Lahdenperä. (2024) Assessment and epistemic (in)justice: how assessment produces knowledge and knowers. Teaching in Higher Education 29:1, pages 300-317.
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Cecilia Ka Yuk Chan & Siaw Wee Chen. (2023) Student partnership in assessment in higher education: a systematic review. Assessment & Evaluation in Higher Education 48:8, pages 1402-1414.
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Doris Yin Kei Chong & Jan McArthur. (2023) Assessment for learning in a Confucian-influenced culture: beyond the summative/formative binary. Teaching in Higher Education 28:6, pages 1395-1411.
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Guangjiao Chen, Xiangling Wang & Lyu Wang. (2023) Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention. Assessment & Evaluation in Higher Education 48:6, pages 888-902.
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Hannah Pham, Stefan Court-Kowalski, Hong Chan & Peter Devitt. (2023) Writing Multiple Choice Questions—Has the Student Become the Master?. Teaching and Learning in Medicine 35:3, pages 356-367.
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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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Juuso Henrik Nieminen & Päivi Atjonen. (2023) The assessment culture of mathematics in Finland: a student perspective. Research in Mathematics Education 25:2, pages 243-262.
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Margaret Bearman, Juuso Henrik Nieminen & Rola Ajjawi. (2023) Designing assessment in a digital world: an organising framework. Assessment & Evaluation in Higher Education 48:3, pages 291-304.
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Christopher C. Deneen & Hui-Teng Hoo. (2023) Connecting teacher and student assessment literacy with self-evaluation and peer feedback. Assessment & Evaluation in Higher Education 48:2, pages 214-226.
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Jessica To, Ernesto Panadero & David Carless. (2022) A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education 47:8, pages 1167-1182.
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C. Hannigan, D. Alonzo & C. Z. Oo. (2022) Student assessment literacy: indicators and domains from the literature. Assessment in Education: Principles, Policy & Practice 29:4, pages 482-504.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Investigating student preparedness for holistic competency assessment: insights from the Hong Kong context. Assessment & Evaluation in Higher Education 47:4, pages 636-651.
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Cecilia K. Y. Chan & Lillian Y. Y. Luk. (2022) Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment. Higher Education Research & Development 41:3, pages 647-664.
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James Wood. (2021) A dialogic technology-mediated model of feedback uptake and literacy. Assessment & Evaluation in Higher Education 46:8, pages 1173-1190.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2021) A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education 46:3, pages 451-466.
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Qiang Guo & Yueting Xu. (2021) Formative assessment use in university EFL writing instruction: a survey report from China. Asia Pacific Journal of Education 41:2, pages 221-237.
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Lesley J. Morrell. (2021) Iterated assessment and feedback improves student outcomes. Studies in Higher Education 46:3, pages 485-496.
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Kioumars Razavipour, Parisa Habibollahi & Sedigheh Vahdat. (2021) Preparing for the higher education admission test: preparation practices and test takers’ achievement goal orientations. Assessment & Evaluation in Higher Education 46:2, pages 312-325.
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Geraldine O’Neill, Eileen McEvoy & Terry Maguire. (2020) Developing a national understanding of assessment and feedback in Irish higher education. Irish Educational Studies 39:4, pages 495-510.
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Elizabeth Molloy, David Boud & Michael Henderson. (2020) Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education 45:4, pages 527-540.
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Maria Öhrstedt & Petra Lindfors. (2019) First-semester students’ capacity to predict academic achievement as related to approaches to learning. Journal of Further and Higher Education 43:10, pages 1420-1432.
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Nicola Reimann, Ian Sadler & Kay Sambell. (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education 44:8, pages 1279-1290.
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Sin Wang Chong. (2019) The use of exemplars in English writing classrooms: from theory to practice. Assessment & Evaluation in Higher Education 44:5, pages 748-763.
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Emma Medland. (2019) ‘I’m an assessment illiterate’: towards a shared discourse of assessment literacy for external examiners. Assessment & Evaluation in Higher Education 44:4, pages 565-580.
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Pauline Hanesworth, Seán Bracken & Sam Elkington. (2019) A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy. Teaching in Higher Education 24:1, pages 98-114.
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Susan J. Deeley, Moira Fischbacher-Smith, Dimitar Karadzhov & Elina Koristashevskaya. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies 4:1, pages 385-405.
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Jill R. D. MacKay, Kirsty Hughes, Hazel Marzetti, Neil Lent & Susan M. Rhind. (2019) Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback. Higher Education Pedagogies 4:1, pages 315-330.
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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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Laura Hills, Anactoria Clarke, Jonathan Hughes, John Butcher, Isobel Shelton & Elaine McPherson. (2018) Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution, its tutors and students. Open Learning: The Journal of Open, Distance and e-Learning 33:3, pages 238-249.
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Christopher Charles Deneen, Gavin Thomas Lumsden Brown & David Carless. (2018) Students’ conceptions of eportfolios as assessment and technology. Innovations in Education and Teaching International 55:4, pages 487-496.
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Felicity Harper, Hannelore Green & María Fernandez-Toro. (2018) Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments. The Language Learning Journal 46:3, pages 277-292.
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Susan J. Deeley. (2018) Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education 43:3, pages 439-448.
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Philip Denton & David McIlroy. (2018) Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks. Assessment & Evaluation in Higher Education 43:2, pages 197-206.
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Dorothy Economou & Bronwyn James. (2017) A research writing tool: Designing an online resource for supervisors and students. Innovations in Education and Teaching International 54:6, pages 590-600.
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David Carless & Kennedy Kam Ho Chan. (2017) Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education 42:6, pages 930-941.
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Amrita Kaur, Mohammad Noman & Hasniza Nordin. (2017) Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education 42:5, pages 756-771.
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Jennifer Charteris & Eryn Thomas. (2017) Uncovering ‘unwelcome truths’ through student voice: teacher inquiry into agency and student assessment literacy. Teaching Education 28:2, pages 162-177.
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Susan J. Deeley & Catherine Bovill. (2017) Staff student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment & Evaluation in Higher Education 42:3, pages 463-477.
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Gregorio Rodríguez-Gómez, Victoria Quesada-Serra & María Soledad Ibarra-Sáiz. (2016) Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. Assessment & Evaluation in Higher Education 41:1, pages 35-52.
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Lia M. Daniels, Cheryl Poth, Chiara Papile & Marnie Hutchison. (2014) Validating the Conceptions of Assessment-III Scale in Canadian Preservice Teachers. Educational Assessment 19:2, pages 139-158.
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Avita Rath. (2023) Back to basics: reflective take on role of MCQs in undergraduate Malaysian dental professional qualifying exams. Frontiers in Medicine 10.
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