Citations (28)
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Read on this site (17)
Phillip Dawson, Kelli Nicola-Richmond & Helen Partridge. (2024) Beyond open book versus closed book: a taxonomy of restrictions in online examinations. Assessment & Evaluation in Higher Education 49:2, pages 262-274.
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Marsha Barsky. (2023) Embodying the Dance Rehearsal: The Time, Space and Situatedness of Dance Making. Journal of Dance Education 23:4, pages 310-319.
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Sylvie Lomer & Jenna Mittelmeier. (2023) Mapping the research on pedagogies with international students in the UK: a systematic literature review. Teaching in Higher Education 28:6, pages 1243-1263.
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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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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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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education 47:1, pages 61-76.
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Stuart Bender & Billy Sung. (2020) Data-driven creativity for screen production students: developing and testing learning materials involving audience biometrics. Digital Creativity 31:2, pages 98-113.
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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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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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David Carless & David Boud. (2018) The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education 43:8, pages 1315-1325.
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Jaclyn Broadbent, Ernesto Panadero & David Boud. (2018) Implementing summative assessment with a formative flavour: a case study in a large class. Assessment & Evaluation in Higher Education 43:2, pages 307-322.
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Sarah Nixon, Simon Brooman, Becky Murphy & Damien Fearon. (2017) Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy. Assessment & Evaluation in Higher Education 42:5, pages 812-822.
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Robbin Z. Warner & Beth L. Hewett. (2017) Technical Communication Coaching: A Strategy for Instilling Reader Usability Assurance in Online Course Material Development. Technical Communication Quarterly 26:3, pages 300-313.
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Berry O’Donovan, Chris Rust & Margaret Price. (2016) A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education 41:6, pages 938-949.
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Mark Huxham, Megan Hunter, Angela McIntyre, Robin Shilland & Jan McArthur. (2015) Student and teacher co-navigation of a course: following the natural lines of academic enquiry. Teaching in Higher Education 20:5, pages 530-541.
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Alasdair Blair, Alun Wyburn-Powell, Mark Goodwin & Sam Shields. (2014) Can dialogue help to improve feedback on examinations?. Studies in Higher Education 39:6, pages 1039-1054.
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Ivan Gratchev, Simon Howell & Sascha Stegen. Academics’ perception of final examinations in engineering education. Australasian Journal of Engineering Education 0:0, pages 1-10.
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Articles from other publishers (11)
Anjana Verma, Ashish Patyal, Jitendra Kumar Meena, Manjinder Kaur, Medha Mathur & Navgeet Mathur. (2023) Use of exemplars-based feedforward to improve the performance of medical students in constructed response assessment. Medical Journal Armed Forces India 79, pages S112-S118.
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Wei Wei. (2023) Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners. Studies in Educational Evaluation 78, pages 101264.
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Rebekah Carter, Lucie M. Ramjan, Nathan J. Wilson, Paul Glew, Yenna Salamonson & Elizabeth Halcomb. (2023) “It keeps me on track”: Undergraduate nursing students’ experiences of using annotated exemplars—A qualitative study. Teaching and Learning in Nursing 18:2, pages 286-292.
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Nagham Saeed & Fehmida Mohamedali. (2022) A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach. Education Sciences 12:1, pages 56.
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Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll, Karen Olave & John Hattie. (2021) From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model. Studies in Educational Evaluation 68, pages 100943.
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Rebekah Carter, Elizabeth Halcomb, Lucie M. Ramjan, Nathan J. Wilson, Paul Glew & Yenna Salamonson. (2019) Does the use of annotated exemplars by nursing students predict academic performance? A cohort study. Nurse Education Today 80, pages 34-39.
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Niall Seery, Jeffrey Buckley, Thomas Delahunty & Donal Canty. (2018) Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. International Journal of Technology and Design Education 29:4, pages 701-715.
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Peter R. Grainger, Deborah Heck & Michael D. Carey. (2018) Are Assessment Exemplars Perceived to Support Self-Regulated Learning in Teacher Education?. Frontiers in Education 3.
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Brian K SatoDuyen Dinh-Dang, Eduardo Cruz-Hinojoza, Kameryn DenaroCynthia F C Hill & Adrienne Williams. (2018) The Impact of Instructor Exam Feedback on Student Understanding in a Large-Enrollment Biology Course. BioScience 68:8, pages 601-611.
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Rebekah Carter, Yenna Salamonson, Lucie M. Ramjan & Elizabeth Halcomb. (2018) Students use of exemplars to support academic writing in higher education: An integrative review. Nurse Education Today 65, pages 87-93.
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Kelvin Tan. (2013) A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap. ISRN Education 2013, pages 1-6.
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