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Bianka Malecka, David Boud & David Carless. (2022) Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education 27:7, pages 908-922.
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George Gyamfi, Barbara Hanna & Hassan Khosravi. (2022) Supporting peer evaluation of student-generated content: a study of three approaches. Assessment & Evaluation in Higher Education 47:7, pages 1129-1147.
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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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Liwei Chen, Susan Howitt, Denise Higgins & Sara Murray. (2022) Students’ use of evaluative judgement in an online peer learning community. Assessment & Evaluation in Higher Education 47:4, pages 493-506.
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Jessica Mannion. (2022) Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education 47:3, pages 411-423.
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Cedomir Gladovic, Joanna Hong-Meng Tai & Phillip Dawson. (2022) Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study. Assessment & Evaluation in Higher Education 47:2, pages 231-244.
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Teresa M. Ober, Maxwell R. Hong, Matthew F. Carter, Alex S. Brodersen, Daniella Rebouças-Ju, Cheng Liu & Ying Cheng. (2022) Are high school students accurate in predicting their AP exam scores?: Examining inaccuracy and overconfidence of students’ predictions. Assessment in Education: Principles, Policy & Practice 29:1, pages 27-50.
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George Gyamfi, Barbara E. Hanna & Hassan Khosravi. (2022) The effects of rubrics on evaluative judgement: a randomised controlled experiment. Assessment & Evaluation in Higher Education 47:1, pages 126-143.
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Jennifer Palisse, Deborah Martina King & Mark MacLean. (2022) Comparative judgement and the hierarchy of students’ choice criteria. International Journal of Mathematical Education in Science and Technology 53:1, pages 206-226.
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Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2021) Designing learner-centred text-based feedback: a rapid review and qualitative synthesis. Assessment & Evaluation in Higher Education 46:6, pages 894-912.
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María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez & David Boud. (2021) The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education 46:6, pages 943-955.
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Panagiotis Arsenis & Miguel Flores. (2021) Confidence and gender differences within a work-integrated learning programme: evidence from a UK higher education institution. Higher Education Research & Development 40:5, pages 947-963.
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Erkan Er, Yannis Dimitriadis & Dragan Gašević. (2021) A collaborative learning approach to dialogic peer feedback: a theoretical framework. Assessment & Evaluation in Higher Education 46:4, pages 586-600.
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Ernesto Panadero, Javier Fernández-Ruiz & Iván Sánchez-Iglesias. (2020) Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policy & Practice 27:6, pages 607-634.
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Colin Wood & Gareth Jones. (2020) Evaluating the nature of summative feedback on electronically submitted work at a UK University: implications for post-compulsory education. Research in Post-Compulsory Education 25:4, pages 420-444.
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Zi Yan, Ming Ming Chiu & Po Yuk Ko. (2020) Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice 27:5, pages 562-583.
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Zi Yan, Gavin T. L. Brown, John Chi-Kin Lee & Xue-Lan Qiu. (2020) Student self-assessment: why do they do it?. Educational Psychology 40:4, pages 509-532.
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Hui-Teng Hoo, Kelvin Tan & Christopher Deneen. (2020) Negotiating self- and peer-feedback with the use of reflective journals: an analysis of undergraduates’ engagement with feedback. Assessment & Evaluation in Higher Education 45:3, pages 431-446.
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Kun Dai, Kelly E. Matthews & Vicente Reyes. (2020) Chinese students' assessment and learning experiences in a transnational higher education programme. Assessment & Evaluation in Higher Education 45:1, pages 70-81.
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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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Yu-ju Hung. (2019) Bridging assessment and achievement: Repeated practice of self-assessment in college english classes in Taiwan. Assessment & Evaluation in Higher Education 44:8, pages 1191-1208.
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Simon Knight, Andy Leigh, Yvonne C. Davila, Leigh J. Martin & Daniel W. Krix. (2019) Calibrating assessment literacy through benchmarking tasks. Assessment & Evaluation in Higher Education 44:8, pages 1121-1132.
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Gordon Joughin, David Boud & Phillip Dawson. (2019) Threats to student evaluative judgement and their management. Higher Education Research & Development 38:3, pages 537-549.
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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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María Fernández-Toro & Concha Furnborough. (2018) Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education 39:4, pages 548-567.
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Roseanna Bourke. (2018) Self-assessment to incite learning in higher education: developing ontological awareness. Assessment & Evaluation in Higher Education 43:5, pages 827-839.
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Sandi Tait-McCutcheon & Bernadette Knewstubb. (2018) Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education 43:5, pages 772-785.
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Chie Adachi, Joanna Hong-Meng Tai & Phillip Dawson. (2018) Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education 43:2, pages 294-306.
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Lainey Keane & Claire P. Griffin. (2018) Assessing self-assessment: can age and prior literacy attainment predict the accuracy of children’s self-assessments in literacy?. Irish Educational Studies 37:1, pages 127-147.
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Zi Yan & Gavin T.L. Brown. (2017) A cyclical self-assessment process: towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education 42:8, pages 1247-1262.
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James Thompson, Don Houston, Kathryn Dansie, Timothy Rayner, Timothy Pointon, Simon Pope, Anthea Cayetano, Brad Mitchell & Hugh Grantham. (2017) Student & tutor consensus: a partnership in assessment for learning. Assessment & Evaluation in Higher Education 42:6, pages 942-952.
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G. W. Scott. (2017) Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies 2:1, pages 1-13.
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Julie Jay & Antonette Owen. (2016) Providing opportunities for student self-assessment: the impact on the acquisition of psychomotor skills in occupational therapy students. Assessment & Evaluation in Higher Education 41:8, pages 1176-1192.
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Kristin Lo, Christian R. Osadnik, Marcus Leonard & Stephen R. Maloney. (2016) Student–clinician agreement in clinical competence as a predictor of clinical placement performance in Australian undergraduate physiotherapy students. Physiotherapy Theory and Practice 32:1, pages 63-68.
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O. E. Okeke-Uzodike & Pepukayi Chitakunye. (2016) The effects of calibration amongst management students in higher education. Africa Education Review 13:1, pages 182-193.
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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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Serafina Pastore & Monica Pentassuglia. (2015) What university students think about assessment: a case study from Italy. European Journal of Higher Education 5:4, pages 407-424.
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Tom Rosman, Anne-Kathrin Mayer & Günter Krampen. (2015) Combining self-assessments and achievement tests in information literacy assessment: empirical results and recommendations for practice. Assessment & Evaluation in Higher Education 40:5, pages 740-754.
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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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David Boud, Romy Lawson & Darrall G. Thompson. (2015) The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development 34:1, pages 45-59.
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Ernesto Panadero & Filip Dochy. (2014) Student self-assessment: assessment, learning and empowerment. Assessment & Evaluation in Higher Education 39:7, pages 895-897.
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Ernesto Panadero, Gavin Brown & Matthew Courtney. (2014) Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice 21:4, pages 365-383.
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Cedomir Gladovic, Joanna Hong-Meng Tai, Kelli Nicola-Richmond & Phillip Dawson. How can learners practice evaluative judgement using qualitative self-assessment?. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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