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Assessment & Evaluation in Higher Education Volume 43, 2018 - Issue 2
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Articles

Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks

Philip DentonFaculty of Science, Liverpool John Moores University, Liverpool, UKCorrespondence[email protected]
&
David McIlroyFaculty of Science, Liverpool John Moores University, Liverpool, UK
Pages 197-206 | Published online: 07 May 2017

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Read on this site (8)

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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Guangjiao Chen, Xiangling Wang & Lyu Wang. (2023) Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention. Assessment & Evaluation in Higher Education 48:6, pages 888-902.
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Tristan Middleton, Adeela ahmed Shafi, Richard Millican & Sian Templeton. (2023) Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback. Teaching in Higher Education 28:1, pages 118-135.
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Alison I. Graham, Christie Harner & Sara Marsham. (2022) Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?. Assessment & Evaluation in Higher Education 47:7, pages 1071-1086.
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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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Wei Wei, Yilin Sun & Xiaoshu Xu. (2021) Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback. Assessment & Evaluation in Higher Education 46:7, pages 1092-1103.
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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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Dennis Alonzo, Negin Mirriahi & Chris Davison. (2019) The standards for academics’ standards-based assessment practices. Assessment & Evaluation in Higher Education 44:4, pages 636-652.
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Articles from other publishers (5)

Jian Xu & Yao Zheng. (2024) Understanding the interconnectedness of L2 learners’ writing assessment literacy and engagement: A longitudinal survey. System 123, pages 103318.
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Filip Moons, Alexander Holvoet, Katrin Klingbeil & Ellen Vandervieren. (2024) Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques. British Journal of Educational Technology.
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Jian Xu, Yao Zheng & Heather Braund. (2023) Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale. Journal of Second Language Writing 60, pages 100993.
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Stephen Murphy, Liam Matthews-Dibbins, Chris Maguire & Paul Shemmell. (2021) Automating Feedback for Computing Vivas and Presentations - A Journey. Automating Feedback for Computing Vivas and Presentations - A Journey.
Christopher Ewart Dann & Shirley O'Neill. 2020. Technology-Enhanced Formative Assessment Practices in Higher Education. Technology-Enhanced Formative Assessment Practices in Higher Education 275 296 .

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