Citations (151)
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Neville G. Chiavaroli & Jacob Pearce. (2024) Twelve tips for developing effective marking schemes for constructed-response examination questions. Medical Teacher 0:0, pages 1-7.
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Dirgha Raj Joshi, Krishna Prashad Adhikari, Jeevan Khanal, Shashidhar Belbase & Bishnu Khanal. (2023) Developing and integrating digital resources in online mathematics instruction and assessment during Covid-19. Cogent Education 10:2.
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Juan Fraile, María Gil-Izquierdo & Eva Medina-Moral. (2023) The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks. Assessment & Evaluation in Higher Education 48:8, pages 1223-1239.
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Gina Pancorbo, Ricardo Primi, Oliver P. John, Daniel Santos & Filip De Fruyt. (2023) Decomposing social-emotional skill rubrics: a methodological approach to examining acquiescence in rubrics’ ratings. Assessment in Education: Principles, Policy & Practice 30:5-6, pages 429-447.
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Colin M. Brown, Sarah E. James, Matthew Reichert, George Soroka & Aaron Watanabe. (2023) Setting Expectations: Rubrics as a Formative Tool for Communicating in the Social Sciences. College Teaching 0:0, pages 1-10.
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Michael Daw. (2023) Mark distribution is affected by the type of assignment but not by features of the marking scheme in a biomedical sciences department of a UK university. Assessment & Evaluation in Higher Education 48:6, pages 806-819.
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Jonathan A. Plucker. (2023) The Patient is Thriving! Current Issues, Recent Advances, and Future Directions in Creativity Assessment. Creativity Research Journal 35:3, pages 291-303.
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Adrian M. Shrader & Ina Louw. (2023) Using a social media project as a way to get students to communicate conservation messages to the general public. Journal of Biological Education 57:3, pages 484-494.
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Hing-Wah Chau, Elmira Jamei & Mengbi Li. (2023) Block mode delivery for studio design teaching in higher education. Innovations in Education and Teaching International 60:3, pages 346-356.
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C. Murphy & T. O’Mahony. (2023) Submitting the ‘right’ reflection. Reflective Practice 24:3, pages 347-360.
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David Boud & Phillip Dawson. (2023) What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education 48:2, pages 158-171.
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Lieselotte Postmes, Rianne Bouwmeester, Renske de Kleijn & Marieke van der Schaaf. (2023) Supervisors’ untrained postgraduate rubric use for formative and summative purposes. Assessment & Evaluation in Higher Education 48:1, pages 41-55.
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Yue Luo & Bo-Wah Leung. (2023) Proposing an assessment framework for Cantonese operatic singing after reviewing the current practices in Hong Kong and Guangdong, China. Music Education Research 25:1, pages 102-117.
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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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Sarah Over, James McAllister, Debbie Morrow, Sylvia Jones, David Pixton, Eric Prosser, Aditi Gupta & Amani Magid. (2022) Conference Rubric Development for STEM Librarians’ Publications. Science & Technology Libraries 41:4, pages 432-439.
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Joanna Williamson & Simon Child. (2022) Mark scheme design for school- and college-based assessment in VTQs. Journal of Vocational Education & Training 74:3, pages 454-474.
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Ernesto Panadero, Juan Fraile, Leire Pinedo, Carlos Rodríguez-Hernández & Fernando Díez. (2022) Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy & Practice 29:3, pages 361-382.
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Laetitia Monbec, Namala Tilakaratna, Mark Brooke, Siew Tiang Lau, Yah Shih Chan & Vivien Wu. (2021) Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework. Assessment & Evaluation in Higher Education 46:8, pages 1157-1172.
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Doug Czajka, Gil Reynders, Courtney Stanford, Renée Cole, Juliette Lantz & Suzanne Ruder. (2021) A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students. Journal of College Science Teaching 50:6, pages 48-56.
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Ke Zhao, Jiming Zhou & Phillip Dawson. (2021) Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges. Assessment in Education: Principles, Policy & Practice 28:2, pages 170-190.
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Judith Gulikers, Dine Brinkman & Piety Runhaar. (2021) Using a rubric to grasp intercultural competence development in vocational education. Journal of Vocational Education & Training 73:1, pages 47-70.
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Emily Lewis. (2021) Best Practices for Improving the Quality of the Online Course Design and Learners Experience. The Journal of Continuing Higher Education 69:1, pages 61-70.
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W. Brian Whalley. (2021) Using attainment curves and lead-times to help improve student examination performance. Journal of Further and Higher Education 45:1, pages 1-15.
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Jiming Zhou, Phillip Dawson, Joanna Hong-Meng Tai & Margaret Bearman. (2021) How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education 46:1, pages 68-79.
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Sin Wang Chong. (2021) Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education 46:1, pages 92-104.
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Lucinda McKnight, Sue Bennett & Scott Webster. (2020) Quality and tyranny: competing discourses around a compulsory rubric. Assessment & Evaluation in Higher Education 45:8, pages 1192-1204.
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Jenny Fortun & Helen Tempest. (2020) A case for written examinations in undergraduate medical education: experiences with modified essay examinations. Assessment & Evaluation in Higher Education 45:7, pages 926-939.
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Peter A. Jones. (2020) Implementing specifications grading in MPA courses: A potential strategy for better work-life balance. Journal of Public Affairs Education 26:4, pages 531-547.
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Knowledge Rajohane Matshedisho. (2020) Straddling rows and columns: Students’ (mis)conceptions of an assessment rubric. Assessment & Evaluation in Higher Education 45:2, pages 169-179.
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Christopher Alan Bonfield, Marie Salter, Alan Longmuir, Matthew Benson & Chie Adachi. (2020) Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies 5:1, pages 223-246.
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Heidi A. Diefes-Dux. (2019) Student self-reported use of standards-based grading resources and feedback. European Journal of Engineering Education 44:6, pages 838-849.
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José Á. Martínez-Huertas, Olga Jastrzebska, Ricardo Olmos & José A. León. (2019) Automated summary evaluation with inbuilt rubric method: An alternative to constructed responses and multiple-choice tests assessments. Assessment & Evaluation in Higher Education 44:7, pages 1029-1041.
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Maryam Vaezi & Saeed Rezaei. (2019) Development of a rubric for evaluating creative writing: a multi-phase research. New Writing 16:3, pages 303-317.
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Zenobia Chan & Simone Ho. (2019) Good and bad practices in rubrics: the perspectives of students and educators. Assessment & Evaluation in Higher Education 44:4, pages 533-545.
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Maya Usher & Miri Barak. (2018) Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments. Assessment & Evaluation in Higher Education 43:5, pages 745-759.
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Chie Adachi, Joanna Tai & Phillip Dawson. (2018) A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research & Development 37:3, pages 453-467.
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Antti Miihkinen & Tuija Virtanen. (2018) Development and application of assessment standards to advanced written assignments. Accounting Education 27:2, pages 121-159.
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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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Weiqiang Wang. (2017) Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education 42:8, pages 1280-1292.
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Biyun Huang, Morris Siu-Yung Jong, Chin-Chung Tsai & Junjie Shang. Unlocking students’ creative potential in designing technological-enriched design solutions. Journal of Research on Technology in Education 0:0, pages 1-17.
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Wenxiao Zhang, Yanqing Li & Wan Zhang. More pain, more gain? Extricating the effect of student involvement in rubric co-construction. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Jacklin H. Stonewall, Michael C. Dorneich & Jane Rongerude. Training to increase student perceptions of fairness in peer assessment. Assessment & Evaluation in Higher Education 0:0, pages 1-17.
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Benjamin Taylor, Flora Kisby & Alice Reedy. Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives. Assessment & Evaluation in Higher Education 0:0, pages 1-11.
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Chahna Gonsalves. Democratising assessment rubrics for international students. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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