Citations (56)
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S. Montano, L. Gill-Simmen, D. Lee, L. Walsh, D. Duffy & N. Newman. (2023) Assessing authentically – learnings from marketing educators. Journal of Marketing Management 39:17-18, pages 1677-1709.
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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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Nicholas Charlton & Richard Newsham-West. (2023) Program-level assessment planning in Australia: the considerations and practices of university academics. Assessment & Evaluation in Higher Education 48:6, pages 820-833.
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Marion Heron, Emma Medland, Naomi Winstone & Edd Pitt. (2023) Developing the relational in teacher feedback literacy: exploring feedback talk. Assessment & Evaluation in Higher Education 48:2, pages 172-185.
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Deborah M. Gray, Misty Bennett, Karl Smart & Anil Kumar. (2022) An analysis of university academic department bylaws to measure commitment to program assessment: A U.S. case study. Cogent Education 9:1.
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Natalie Colson, Mary-Ann Shuker & Louise Maddock. (2022) Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course. Assessment & Evaluation in Higher Education 47:8, pages 1149-1166.
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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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Geraldine O’Neill & Lisa Padden. (2022) Diversifying assessment methods: Barriers, benefits and enablers. Innovations in Education and Teaching International 59:4, pages 398-409.
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Rekha Maniram. (2022) Enabling students critical thinking dispositions in hospitality financial management. Journal of Teaching in Travel & Tourism 22:3, pages 262-278.
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Haleema Sadia, Pauline Prevett, Drew Whitworth & Nurdiana Gaus. (2022) Transition of Female Pakistani Students to both the UK and Postgraduate Education Context: Constructing Hybrid Identities through a modicum of control. Research in Post-Compulsory Education 27:1, pages 24-47.
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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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María Fernández-Toro & Annette Duensing. (2021) Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education 46:8, pages 1202-1220.
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Ian M. Kinchin, Naomi E. Winstone & Emma Medland. (2021) Considering the concept of recipience in student learning from a modified Bernsteinian perspective. Studies in Higher Education 46:11, pages 2296-2308.
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Naomi Winstone, Jessica Bourne, Emma Medland, Irina Niculescu & Roger Rees. (2021) “Check the grade, log out”: students’ engagement with feedback in learning management systems. Assessment & Evaluation in Higher Education 46:4, pages 631-643.
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Alan Carter. (2020) How well do vocational qualifications help prepare technician engineering students for undergraduate study?. European Journal of Engineering Education 45:6, pages 854-878.
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Martin Haigh. (2020) Curriculum design for diversity: layering assessment and teaching for learners with different worldviews. Journal of Geography in Higher Education 44:4, pages 487-511.
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Artëm Ingmar Benediktsson & Hanna Ragnarsdóttir. (2020) Immigrant students’ experiences of assessment methods used in Icelandic universities. Multicultural Education Review 12:2, pages 98-116.
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Verónica Villarroel, David Boud, Susan Bloxham, Daniela Bruna & Carola Bruna. (2020) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International 57:1, pages 38-49.
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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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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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Ian Kinchin, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Dawn Morley & Naomi Winstone. (2018) Researcher-led academic development. International Journal for Academic Development 23:4, pages 339-354.
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Paola Iannone & Adrian Simpson. (2017) University students’ perceptions of summative assessment: The role of context. Journal of Further and Higher Education 41:6, pages 785-801.
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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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Anesa Hosein & Namrata Rao. (2017) Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education 22:1, pages 109-125.
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Jiming Zhou & Christopher Charles Deneen. (2016) Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education 41:8, pages 1144-1158.
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Isabela Darcie, Marie vander Kloet & Robert Gray. Finding your feet in the dark: how making teaching and learning visible enables change in course and assessment design. European Journal of Higher Education 0:0, pages 1-17.
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Articles from other publishers (30)
Jan Delcker, Joana Heil, Dirk Ifenthaler, Sabine Seufert & Lukas Spirgi. (2024) First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education. International Journal of Educational Technology in Higher Education 21:1.
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Nur Sehang Thamrin & Ardian Fahri. (2024) Enhancing Learning Through Formative Assessment and Feedback. Academy of Management Learning & Education 23:1, pages 195-197.
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Manoj Ravi. (2023) Evolving trends in student assessment in chemical engineering education. Education for Chemical Engineers 45, pages 151-160.
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Beatrice Yan-yan Dang, Eric Ho & Art Tsang. (2022) Learner’s Assessment Preferences in Higher Education: A Comparison Study of High-Achievers and Low-Achievers. The Asia-Pacific Education Researcher 32:5, pages 595-604.
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Lonneke H. Schellekens, Wim D. J. Kremer, Marieke F. Van der Schaaf, Cees P. M. Van der Vleuten & Harold G. J. Bok. (2023) Between theory and practice: educators’ perceptions on assessment quality criteria and its impact on student learning. Frontiers in Education 8.
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Nicole Wragg, Carolyn Barnes, Andrew Haig, Emily Wright, Glenn Finley & Morganna Magee. (2023) Designing pedagogical change: Fostering creativity in communication design education by removing grades. Journal of Design, Business & Society 9:1, pages 57-78.
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Lonneke H. Schellekens, Marieke F. van der Schaaf, Cees P.M. van der Vleuten, Frans J. Prins, Saskia Wools & Harold G.J. Bok. (2022) Developing a digital application for quality assurance of assessment programmes in higher education. Quality Assurance in Education 31:2, pages 346-366.
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Sila Kaya-Capocci, Michael O’Leary & Eamon Costello. (2022) Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education. Education Sciences 12:11, pages 823.
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Nicola Mimms. (2022) Designing a Reflective Assessment with Universal Design for Learning Principles: Insights from a Speech and Language Therapy Programme. Gateway Papers 3:1.
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Osman ÇİL. (2022) Preservice Elementary Teachers’ Perspectives Around the Peer Assessment Process During an Academic Poster SessionSınıf Öğretmeni Adaylarının Akademik Poster Sunumu Sırasındaki Akran Değerlendirme Sürecine Yönelik Görüşleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:1, pages 317-334.
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Patience Kelebogile Mudau. (2022) Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning. International Journal of Educational Methodology 8:1, pages 81-90.
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Susan J. DeeleySusan J. Deeley. 2022. Assessment and Service-Learning in Higher Education. Assessment and Service-Learning in Higher Education
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Lonneke H. Schellekens, Harold G.J. Bok, Lubberta H. de Jong, Marieke F. van der Schaaf, Wim D.J. Kremer & Cees P.M. van der Vleuten. (2021) A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation 71, pages 101094.
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Rohit Agrawal, Vishal Ashok Wankhede & Rashmi S. Nair. (2021) Analysis of Drivers of Digital Learning in COVID-19 and Post-COVID-19 Scenario Using an ISM Approach. Journal of The Institution of Engineers (India): Series B 102:6, pages 1143-1155.
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Matti Haverila, Kai Haverila, Caitlin McLaughlin & Mehak Arora. (2021) Towards a comprehensive student satisfaction model. The International Journal of Management Education 19:3, pages 100558.
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Shin Ling Wu & Chin Hun Gun. (2021) Will one be better than two? Exploring Project-Based Joint Assessment during a Pandemic in Higher Education. Will one be better than two? Exploring Project-Based Joint Assessment during a Pandemic in Higher Education.
Susan M. Rhind, Jill MacKay, Andrew J. Brown, Caroline J. Mosley, John M. Ryan, Kirsty J. Hughes & Sharon Boyd. (2021) Developing Miller’s Pyramid to Support Students’ Assessment Literacy. Journal of Veterinary Medical Education 48:2, pages 158-162.
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Cecilia K.Y. Chan & Nai Chi Jonathan Yeung. (2021) To assess or not to assess holistic competencies – Student perspectives in Hong Kong. Studies in Educational Evaluation 68, pages 100984.
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Gabriela Carla Cuadrado Barreto. (2020) La gestión del conocimiento de las universidades cofinanciadas del Ecuador (UCE). Teuken Bidikay - Revista Latinoamericana de Investigación en Organizaciones, Ambiente y Sociedad 11:17, pages 109-130.
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Dulio Oseda Gago, Ruth Katherine Mendivel Geronimo & Miriam Angoma Astucuri. (2020) Estrategias didácticas para el desarrollo de competencias y pensamiento complejo en estudiantes universitarios. Sophía:29, pages 235-259.
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Raúl Tárraga Mínguez, Pilar Sanz Cervera, Amparo Tijeras Iborra & Jordi Cano Fernández. (2020) Evaluación entre iguales a través de blogs en formación de maestros. Valoraciones de los estudiantes. Innoeduca. International Journal of Technology and Educational Innovation 6:1, pages 26-33.
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Steven R. Hawks & Hailey A. Judd. (2019) Excellence in the Design and Delivery of an Online Global Health Survey Course: A Roadmap for Educators. Pedagogy in Health Promotion 6:1, pages 70-76.
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Hamish CoatesHamish Coates. 2020. Higher Education Design. Higher Education Design
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Andres Bernal-Ballen & Yolanda Ladino-Ospina. (2019) Assessment: A Suggested Strategy for Learning Chemical Equilibrium. Education Sciences 9:3, pages 174.
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Katarina Zajacova, Erica Hepper & Alexandra Grandison. 2019. Engaging Student Voices in Higher Education. Engaging Student Voices in Higher Education
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Edward Simpson, David Bradley & Juliette O’Keeffe. (2018) Failure is an option: an innovative engineering curriculum. International Journal of Building Pathology and Adaptation 36:3, pages 268-282.
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Noelia Olmedo-Torre, María Martínez Martínez, Antoni Perez-Poch & Beatriz Amante García. (2016) Perception of the acquisition of generic competences in engineering degrees. International Journal of Technology and Design Education 28:2, pages 495-506.
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Zoey Spendlove & Rachel Best. (2018) Innovation in assessment: Building student confidence in preparation for unfamiliar assessment methods. British Journal of Midwifery 26:3, pages 180-184.
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Nick ZepkeNick Zepke. 2017. Student Engagement in Neoliberal Times. Student Engagement in Neoliberal Times
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Rochelle Tractenberg, Kevin FitzGerald & Jeff Collmann. (2016) Evidence of Sustainable Learning from the Mastery Rubric for Ethical Reasoning. Education Sciences 7:1, pages 2.
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