Citations (55)
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Liesbeth K. J. Baartman & Kathleen M. Quinlan. (2024) Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education 28:2, pages 57-67.
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Juan Fischer, Margaret Bearman, David Boud & Joanna Tai. (2024) How does assessment drive learning? A focus on students’ development of evaluative judgement. Assessment & Evaluation in Higher Education 49:2, pages 233-245.
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Jackie Tuck. (2024) Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments. Assessment & Evaluation in Higher Education 49:1, pages 72-85.
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Camille Kandiko Howson & Martyn Kingsbury. (2023) Curriculum change as transformational learning. Teaching in Higher Education 28:8, pages 1847-1866.
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Olivia Mason & Nick Megoran. (2023) Geography as a vocation? Becoming a geographer under neoliberalism. Geografiska Annaler: Series B, Human Geography 105:1, pages 17-37.
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Qian Liu, Susan Geertshuis, Tehmina Gladman & Rebecca Grainger. (2022) Student video production within health professions education: A scoping review. Medical Education Online 27:1.
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Valerie Sotardi & Hilary Dutton. (2022) First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment. Assessment & Evaluation in Higher Education 47:8, pages 1317-1329.
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Yvonne Hodgson, Robyn Cant, Josephine Tighe & Loretta Garvey. (2022) Students’ perceptions and experiences of assessment and feedback in three years of a biomedicine degree. Journal of Further and Higher Education 46:9, pages 1212-1228.
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Eric Martin & Steven Kim. (2022) Impact of Instructor Generated Guided Reading Questions for University Textbooks on Learning. Journal of College Reading and Learning 52:3, pages 151-169.
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Diana Pereira, Irene Cadime & Maria Assunção Flores. (2022) Investigating assessment in higher education: students’ perceptions. Research in Post-Compulsory Education 27:2, pages 328-350.
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Stuart Johnson, John Maclean, Raymond F. Vozzo, Adrian Koerber & Melissa A. Humphries. (2022) Don't throw the student out with the bathwater: online assessment strategies your class won't hate. International Journal of Mathematical Education in Science and Technology 53:3, pages 627-638.
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Diana Pereira, Irene Cadime, Gavin Brown & Maria Assunção Flores. (2022) How do undergraduates perceive the use of assessment? A study in higher education. European Journal of Higher Education 12:1, pages 1-17.
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Navé Wald & Tony Harland. (2021) Measuring changes in higher-order cognition through the assessment of complex knowledge over time. Assessment & Evaluation in Higher Education 46:8, pages 1285-1298.
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Alex Buckley. (2021) Crisis? What crisis? Interpreting student feedback on assessment. Assessment & Evaluation in Higher Education 46:7, pages 1008-1019.
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Jennifer Keenahan & Daniel McCrum. (2021) Developing interdisciplinary understanding and dialogue between Engineering and Architectural students: design and evaluation of a problem-based learning module. European Journal of Engineering Education 46:4, pages 575-603.
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Cathal de Paor. (2021) Credit allocation and programmes design: insights from metaphor. Journal of Further and Higher Education 45:6, pages 836-844.
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Jayne Pearson. (2021) Assessment of agency or assessment for agency?: a critical realist action research study into the impact of a processfolio assessment within UK HE preparatory courses for international students. Educational Action Research 29:2, pages 259-275.
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Tony Harland & Navé Wald. (2021) The assessment arms race and the evolution of a university’s assessment practices. Assessment & Evaluation in Higher Education 46:1, pages 105-117.
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Ying Zhan. (2020) Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course. Higher Education Research & Development 39:5, pages 1055-1069.
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Navé Wald & Tony Harland. (2020) Rethinking the teaching roles and assessment responsibilities of student teaching assistants. Journal of Further and Higher Education 44:1, pages 43-53.
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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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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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John Batten, Tansy Jessop & Phil Birch. (2019) Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire. Assessment & Evaluation in Higher Education 44:2, pages 309-320.
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Carmen Tomas & Tansy Jessop. (2019) Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities. Assessment & Evaluation in Higher Education 44:1, pages 1-10.
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Qi Wu & Tansy Jessop. (2018) Formative assessment: missing in action in both research-intensive and teaching focused universities?. Assessment & Evaluation in Higher Education 43:7, pages 1019-1031.
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Indira N. Z. Day, Floris M. van Blankenstein, Michiel Westenberg & Wilfried Admiraal. (2018) A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education 43:6, pages 908-929.
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Indira N. Z. Day, F. M. van Blankenstein, P. Michiel Westenberg & W. F. Admiraal. (2018) Teacher and student perceptions of intermediate assessment in higher education. Educational Studies 44:4, pages 449-467.
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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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Rob Wass & Adon Christian Michael Moskal. (2017) What can Interpersonal Process Recall (IPR) offer academic development?. International Journal for Academic Development 22:4, pages 293-306.
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Tansy Jessop & Carmen Tomas. (2017) The implications of programme assessment patterns for student learning. Assessment & Evaluation in Higher Education 42:6, pages 990-999.
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Stuart Tannock. (2017)
No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education 42:8, pages 1345-1357.
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Andrew Glover, Yolande Strengers & Tania Lewis. (2017) The unsustainability of academic aeromobility in Australian universities. Sustainability: Science, Practice and Policy 13:1, pages 1-12.
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Rob Wass, Tony Harland, Angela McLean, Ellen Miller & Kwong Nui Sim. (2015) ‘Will press lever for food’: behavioural conditioning of students through frequent high-stakes assessment. Higher Education Research & Development 34:6, pages 1324-1326.
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Articles from other publishers (22)
Tim Gorichanaz. (2022) “It made me feel like it was okay to be wrong”: Student experiences with ungrading. Active Learning in Higher Education 25:1, pages 67-80.
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Sarah French, Ashton Dickerson & Raoul A. Mulder. (2023) A review of the benefits and drawbacks of high-stakes final examinations in higher education. Higher Education.
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Ousman Badjie, Md Abdullah Al Mamun, Charles Aaron Adams Ekuban & Yogesh Velankar. (2023) Exploring Assessment Practices in Engineering Education: Validation of the Student Perception of Assessment Questionnaire. Exploring Assessment Practices in Engineering Education: Validation of the Student Perception of Assessment Questionnaire.
Melissa Green & Claire Malcolm. (2023) Degrees of change: the promise of anti-racist assessment. Frontiers in Sociology 8.
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Akilu Yunusa‐Kaltungo & Rukaiyatu Mohammed Jungudo. (2023) Developing an industry‐inspired and engaging interdisciplinary unit for undergraduate engineering students: A depiction of the operations management unit at the University of Manchester. Engineering Reports 5:7.
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Anna Bertram & Carmen Tomas. (2023) Evaluative judgement – a practitioner's case in chemistry research projects. Chemistry Education Research and Practice 24:1, pages 312-326.
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Sok Mui Lim, Eric Chern-Pin Chua, Karin Avnit & Peng Cheng Wang. 2023. Online Teaching and Learning in Asian Higher Education. Online Teaching and Learning in Asian Higher Education
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Leanne J Hepburn, Louise H Beard & Kerry-Lee Etsebeth. (2022) Pandemic pedagogy in Life Sciences. International Journal for Innovation Education and Research 10:9, pages 1-11.
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Zaharah Mohamad, Nor Azizah Atan & Norasyikin Yaacob. (2021) Amalan Pentaksiran Autentik Dalam Kalangan Guru Sekolah Rendah Di Wilayah Persekutuan Kuala Lumpur Dan Selangor. Jurnal Penyelidikan TEMPAWAN.
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Kristen Schuster & Kristine N. Stewart. (2021) Using Constructive Alignment to Support Metaliteracy in International Classrooms. Journal of Education for Library and Information Science 62:1, pages 1-16.
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Indira N. Z. Day, Wilfried Admiraal & Nadira Saab. 2021. Student Retention and Success in Higher Education. Student Retention and Success in Higher Education
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Rob Wass, Julie Timmermans, Tony Harland & Angela McLean. (2018) Annoyance and frustration: Emotional responses to being assessed in higher education. Active Learning in Higher Education 21:3, pages 189-201.
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Ana E. Garcia‐Vedrenne, Chloé Orland, Kimberly M. Ballare, Beth Shapiro & Robert K. Wayne. (2020) Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course. Ecology and Evolution 10:22, pages 12620-12634.
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David R Jones, Max Visser, Peter Stokes, Anders Örtenblad, Rosemary Deem, Peter Rodgers & Shlomo Y Tarba. (2020) The Performative University: ‘Targets’, ‘Terror’ and ‘Taking Back Freedom’ in Academia. Management Learning 51:4, pages 363-377.
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Chris J. NorthChris J. North. 2020. Interrogating Authenticity in Outdoor Education Teacher Education. Interrogating Authenticity in Outdoor Education Teacher Education
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Kevin Walby & Randy K. Lippert. (2019) Academic Publishing and Corporatization: Reflections on Professionalism, Profits, and Peculiarities of Today’s Presses and Journals. Publishing Research Quarterly 35:3, pages 362-376.
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Alexandra Bristow, Sarah Robinson & Olivier Ratle. (2019) Academic Arrhythmia: Disruption, Dissonance, and Conflict in the Early-Career Rhythms of CMS Academics. Academy of Management Learning & Education 18:2, pages 241-260.
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Julia Osgerby, Paul Jennings & Alison Bonathan. (2018) Do students see the benefits? An exploratory study of undergraduate accounting students’ perceptions of a programme focussed assessment. The International Journal of Management Education 16:2, pages 327-339.
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Tansy Jessop. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education
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Tony Harland. 2017. Big Data and Learning Analytics in Higher Education. Big Data and Learning Analytics in Higher Education
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Elisabeth Maué. (2016) Achievement—and what else? The standardisation of semester grades due to the implementation of state-wide exit examinations. Studies in Educational Evaluation 51, pages 42-54.
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Tony Harland. 2016. Educating the Deliberate Professional. Educating the Deliberate Professional
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