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Xiaotong Zhu & Carol Evans. (2024) Enhancing the development and understanding of assessment literacy in higher education. European Journal of Higher Education 14:1, pages 80-100.
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Kelly E Matthews, Catherine Sherwood, Eimear Enright & Alison Cook-Sather. (2024) What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership. Assessment & Evaluation in Higher Education 49:1, pages 26-38.
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Cecilia Ka Yuk Chan & Siaw Wee Chen. (2023) Student partnership in assessment in higher education: a systematic review. Assessment & Evaluation in Higher Education 48:8, pages 1402-1414.
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Kelly E. Matthews, Joanna Tai, Eimear Enright, David Carless, Caelan Rafferty & Naomi Winstone. (2023) Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education 28:7, pages 1503-1517.
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Shuting (Alice) Sun, Xuesong (Andy) Gao, Bita Dwi Rahmani, Priyanka Bose & Chris Davison. (2023) Student voice in assessment and feedback (2011–2022): a systematic review. Assessment & Evaluation in Higher Education 48:7, pages 1009-1024.
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Jiahui Luo & Cecilia Ka Yuk Chan. (2023) Exploring the process of evaluative judgement: the case of engineering students judging intercultural competence. Assessment & Evaluation in Higher Education 48:7, pages 951-965.
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Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry & Lily Y. Y. Leung. (2023) Facilitating students as partners: co-researching with undergraduates in Asian university contexts. Educational Review 0:0, pages 1-19.
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Juuso Henrik Nieminen & Lili Yang. (2023) Assessment as a matter of being and becoming: theorising student formation in assessment. Studies in Higher Education 0:0, pages 1-14.
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Sylvie Lomer & Jenna Mittelmeier. (2023) Mapping the research on pedagogies with international students in the UK: a systematic literature review. Teaching in Higher Education 28:6, pages 1243-1263.
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Ívar Rafn Jónsson. (2023) Student involvement in assessment and power relations: teacher’s perspective. Pedagogy, Culture & Society 0:0, pages 1-22.
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Zafar Iqbal, Khalid Saleem & Hafiz Muhammad Arshad. (2023) Measuring teachers’ knowledge of student assessment: Development and validation of an MCQ test. Educational Studies 49:1, pages 166-183.
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Pedro C. Mellado-Moreno, Carmen Lacave, Pablo Sánchez-Antolín & Ana I. Molina. (2022) Factors related to teaching quality: a validated questionnaire to assess teaching in Spanish higher education. Cogent Education 9:1.
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Elaine Doyle & Patrick Buckley. (2022) The impact of co-creation: an analysis of the effectiveness of student authored multiple choice questions on achievement of learning outcomes. Interactive Learning Environments 30:9, pages 1726-1735.
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Elena Riva, Louise Gracia & Rebecca Limb. (2022) Using co-creation to facilitate PhD supervisory relationships. Journal of Further and Higher Education 46:7, pages 913-930.
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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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Cecilia K. Y. Chan & Lillian Y. Y. Luk. (2022) A four-dimensional framework for teacher assessment literacy in holistic competencies. Assessment & Evaluation in Higher Education 47:5, pages 755-769.
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Nattalia Godbold, Tsai-Yu (Amy) Hung & Kelly E. Matthews. (2022) Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom. Higher Education Research & Development 41:4, pages 1104-1118.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Investigating student preparedness for holistic competency assessment: insights from the Hong Kong context. Assessment & Evaluation in Higher Education 47:4, pages 636-651.
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Karen D. Könings, Serge Mordang, Frank Smeenk, Laurents Stassen & Subha Ramani. (2021) Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Medical Teacher 43:8, pages 924-936.
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Elaine Doyle, Patrick Buckley & Brendan McCarthy. (2021) The impact of content co-creation on academic achievement. Assessment & Evaluation in Higher Education 46:3, pages 494-507.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2021) A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education 46:3, pages 451-466.
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Lisa Powell, Damien Lambert, Nicholas McGuigan, Ashna Prasad & Jerry Lin. (2020) Fostering creativity in audit through co-created role-play. Accounting Education 29:6, pages 605-639.
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Geraldine O’Neill, Eileen McEvoy & Terry Maguire. (2020) Developing a national understanding of assessment and feedback in Irish higher education. Irish Educational Studies 39:4, pages 495-510.
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David Carless. (2020) Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development 39:3, pages 425-438.
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Cecilia K. Y. Chan & Jiahui Luo. (2020) An exploratory study on teacher assessment literacy: do novice university teachers know how to assess students’ written reflection?. Teachers and Teaching 26:2, pages 214-228.
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Jasvir Kaur Nachatar Singh. (2019) Evidence and benefits of postgraduate international students-staff members partnership in extra-curricular activities: a Malaysian perspective. Higher Education Research & Development 38:7, pages 1475-1488.
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Victoria Quesada, Miguel Ángel Gómez Ruiz, Maria Beatriz Gallego Noche & Jaione Cubero-Ibáñez. (2019) Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives. Assessment & Evaluation in Higher Education 44:7, pages 987-1002.
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Elizabeth Marquis, Ajitha Jayaratnam, Tianqi Lei & Anamika Mishra. (2019) Motivations, barriers, & understandings: how students at four universities perceive student–faculty partnership programs. Higher Education Research & Development 38:6, pages 1240-1254.
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Elaine Doyle, Patrick Buckley & Joanne Whelan. (2019) Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives. Teaching in Higher Education 24:6, pages 739-754.
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Amrita Kaur, Rosna Awang-Hashim & Manvender Kaur. (2019) Students’ experiences of co-creating classroom instruction with faculty- a case study in eastern context. Teaching in Higher Education 24:4, pages 461-477.
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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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Pauline Hanesworth, Seán Bracken & Sam Elkington. (2019) A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy. Teaching in Higher Education 24:1, pages 98-114.
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Pascale Lorber, Steve Rooney & Mark Van Der Enden. (2019) Making assessment accessible: a student–staff partnership perspective. Higher Education Pedagogies 4:1, pages 488-502.
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Susan J. Deeley, Moira Fischbacher-Smith, Dimitar Karadzhov & Elina Koristashevskaya. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies 4:1, pages 385-405.
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Ronan Bree, Colin Cooney, Moira Maguire, Peter Morris & Paula Mullen. (2019) An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution. Higher Education Pedagogies 4:1, pages 347-367.
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Verónica Villarroel, Susan Bloxham, Daniela Bruna, Carola Bruna & Constanza Herrera-Seda. (2018) Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education 43:5, pages 840-854.
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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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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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Susan J. Deeley. (2018) Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education 43:3, pages 439-448.
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Elizabeth Marquis, Christine Black & Mick Healey. (2017) Responding to the challenges of student-staff partnership: the reflections of participants at an international summer institute. Teaching in Higher Education 22:6, pages 720-735.
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Sarah Nixon, Simon Brooman, Becky Murphy & Damien Fearon. (2017) Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy. Assessment & Evaluation in Higher Education 42:5, pages 812-822.
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Amrita Kaur, Mohammad Noman & Hasniza Nordin. (2017) Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education 42:5, pages 756-771.
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Monika Pazio Rossiter. What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback. Teaching in Higher Education 0:0, pages 1-14.
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Jordan King, Katja Brundiers & Daniel Fischer. Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design. 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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