Citations (61)
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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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Jessica To, Ernesto Panadero & David Carless. (2022) A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education 47:8, pages 1167-1182.
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Judy Parr & Eleanor Hawe. (2022) Student pedagogic voice in the literacy classroom: a review. Research Papers in Education 37:6, pages 773-796.
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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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Rola Ajjawi, Fiona Kent, Jaclyn Broadbent, Joanna Hong-Meng Tai, Margaret Bearman & David Boud. (2022) Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education 47:7, pages 1343-1356.
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Loretta Garvey, Yvonne Hodgson & Josephine Tighe. (2022) A mixed method exploration of student perceptions of assessment in nursing and biomedicine. Journal of Further and Higher Education 46:1, pages 128-141.
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Eleanor Hawe, Helen Dixon, Jill Murray & Sandra Chandler. (2021) Using rubrics and exemplars to develop students’ evaluative and productive knowledge and skill. Journal of Further and Higher Education 45:8, pages 1033-1047.
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María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez & David Boud. (2021) The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education 46:6, pages 943-955.
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Zhengdong Gan, Guangwei Hu, Wenjiao Wang, Honghan Nang & Zhujun An. (2021) Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education 46:5, pages 740-755.
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Karen Gravett & Ian M. Kinchin. (2021) The role of academic referencing within students’ identity development. Journal of Further and Higher Education 45:3, pages 377-388.
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Toni Mäkipää. (2021) Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education – A case study in Finland. Cogent Education 8:1.
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J. David Cabedo & Amparo Maset-Llaudes. (2020) How a formative self-assessment programme positively influenced examination performance in financial mathematics. Innovations in Education and Teaching International 57:6, pages 680-690.
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Helen Dixon, Eleanor Hawe & Richard Hamilton. (2020) The case for using exemplars to develop academic self-efficacy. Assessment & Evaluation in Higher Education 45:3, pages 460-471.
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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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E. Hawe, U. Lightfoot & H. Dixon. (2019) First-year students working with exemplars: promoting self-efficacy, self-monitoring and self-regulation. Journal of Further and Higher Education 43:1, pages 30-44.
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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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Negin Mirriahi, Srećko Joksimović, Dragan Gašević & Shane Dawson. (2018) Effects of instructional conditions and experience on student reflection: a video annotation study. Higher Education Research & Development 37:6, pages 1245-1259.
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Silvio Ripamonti, Laura Galuppo, Andreina Bruno, Silvia Ivaldi & Giuseppe Scaratti. (2018) Reconstructing the internship program as a critical reflexive practice: the role of tutorship. Teaching in Higher Education 23:6, pages 751-768.
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Chris J. Cookson. (2018) Assessment terms half a century in the making and unmaking: from conceptual ingenuity to definitional anarchy. Assessment & Evaluation in Higher Education 43:6, pages 930-942.
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Laetitia Cassells. (2018) The effectiveness of early identification of ‘at risk’ students in higher education institutions. Assessment & Evaluation in Higher Education 43:4, pages 515-526.
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Andreina Bruno & Giuseppina Dell’Aversana. (2018) Reflective practicum in higher education: the influence of the learning environment on the quality of learning. Assessment & Evaluation in Higher Education 43:3, pages 345-358.
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John Jackson, Martyn Jones, Wendy Steele & Eddo Coiacetto. (2017) How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning. Higher Education Pedagogies 2:1, pages 131-150.
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