Citations (26)
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Annemette Kjærgaard, Julie Buhl-Wiggers & Elisabeth Naima Mikkelsen. (2024) Does gradeless learning affect students’ academic performance? A study of effects over time. Studies in Higher Education 49:2, pages 336-350.
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Liang Liao. (2022) Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment. Teaching in Higher Education 0:0, pages 1-16.
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Chioma Udeozor, Ryo Toyoda, Fernando Russo Abegão & Jarka Glassey. (2021) Perceptions of the use of virtual reality games for chemical engineering education and professional training. Higher Education Pedagogies 6:1, pages 175-194.
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Steven C. Pan, Faria Sana, Joshua Samani, James Cooke & Joseph A. Kim. (2020) Learning from errors: students’ and instructors’ practices, attitudes, and beliefs. Memory 28:9, pages 1105-1122.
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Chris McMorran & Kiruthika Ragupathi. (2020) The promise and pitfalls of gradeless learning: responses to an alternative approach to grading. Journal of Further and Higher Education 44:7, pages 925-938.
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James Kite & Philayrath Phongsavan. (2017) Evaluating standards-based assessment rubrics in a postgraduate public health subject. Assessment & Evaluation in Higher Education 42:6, pages 837-849.
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Keai Lim. Assessing beyond grades: unravelling the implications on student learning and engagement in higher education. Assessment & Evaluation in Higher Education 0:0, pages 1-15.
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Articles from other publishers (19)
Lillian Yun Yung Luk & Cecilia K.Y. Chan. (2024) Assessing student learning in work-integrated learning (WIL): A systematic review on assessment methods and purposes. Studies in Educational Evaluation 81, pages 101345.
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Sara Costa, Laura Soledad Norton & Sabine Pirchio. (2024) Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school. Social Psychology of Education.
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Sharon A. Stranford. (2024) Fostering student agency and motivation: co-creation of a rubric for self-evaluation in an ungraded course. Frontiers in Education 8.
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Amy A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna C. Dunlap, Annika C. Mosier & Elizabeth Pugliano. (2024) “Success was Actually Having Learned:” University Student Perceptions of Ungrading. Teaching and Learning Inquiry 12.
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Reena Cheruvalath. 2024. Building Inclusive Ethical Cultures in STEM. Building Inclusive Ethical Cultures in STEM
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Dan-Anders Normann, Lise Vikan Sandvik & Henning Fjørtoft. (2023) Reduced grading in assessment: A scoping review. Teaching and Teacher Education 135, pages 104336.
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Adriana Brook. (2023) (Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system. McGill Journal of Education 57:2, pages 195-210.
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Annemette Kjærgaard, Elisabeth Naima Mikkelsen & Julie Buhl-Wiggers. (2022) The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education. Management Learning 54:4, pages 556-575.
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Dominique Engome Tchupo & Gretchen A. Macht. (2023) Entropy for team communication pattern recognition. Applied Ergonomics 111, pages 104038.
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Lee Slaughter, Lintje Sie, Noreen Breakey, Niki Macionis & Jingru Zhang. (2023) Can we buffer them? Supporting healthy levels of stress and anxiety in first year international students. Journal of Hospitality, Leisure, Sport & Tourism Education 32, pages 100438.
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Rizik Al-Sayyed, Ferial Abu Awwad, Mariam Itriq, Dima Suleiman, Samar AlSaqqa & Ayat AlSayyed. (2023) The pass/fail grading system at Jordanian universities for online learning courses from students’ perspectives. Frontiers in Education 8.
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Isnaini, Stevanus Budi Waluya, Dwijanto & Tri Sri Noor Asih. Proving process traceability with gradeless analysis. Proving process traceability with gradeless analysis.
Chioma Udeozor, Fernando Russo Abegão & Jarka Glassey. (2021) An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game. Journal of Educational Computing Research 60:2, pages 322-351.
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Chris McMorran. 2022. International Student Mobilities and Voices in the Asia-Pacific. International Student Mobilities and Voices in the Asia-Pacific
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Austin L. Zuckerman & Stanley M. Lo. (2021) Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success. CBE—Life Sciences Education 20:3, pages ar48.
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Michael J Grove & Chris Good. (2020) Approaches to feedback in the mathematical sciences: just what do students really think?. Teaching Mathematics and its Applications: An International Journal of the IMA 39:3, pages 160-183.
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Sreenivasulu Reddy Mogali, Jerome I. Rotgans, Lucy Rosby, Michael Alan Ferenczi & Naomi Low Beer. (2019) Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?. Anatomical Sciences Education 13:5, pages 581-590.
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Geneviève Pagé. (2020) Pouvoir, inconfort et apprentissage : les cours féministes peuvent-ils et doivent-ils être des espaces préfiguratifs et sécuritaires ?. Éthique en éducation et en formation:7, pages 8-29.
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Per B. Bergamin, Chantelle Bosch, Adri du Toit, Roelien Goede, Aubrey Golightly, David W. Johnson, Roger T. Johnson, Corné Kruger, Dorothy Laubscher, Anitia Lubbe, Jako Olivier, Christo van der Westhuizen & Sukie van ZylAnitia Lubbe. 2019. Self-Directed Learning for the 21st Century: Implications for Higher Education. Self-Directed Learning for the 21st Century: Implications for Higher Education
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