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Citations (79)
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Javier Fernández Ruiz & Ernesto Panadero. (2023) Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content. Assessment & Evaluation in Higher Education 48:4, pages 485-501.
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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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Ying Zhan. (2023) Beyond technology: factors influencing the effects of teachers’ audio feedback on students’ project-based learning. Technology, Pedagogy and Education 32:1, pages 91-103.
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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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Bindu Kulkarni & Vasant Sivaraman. (2022) Co-teach a business simulation to a large class: deepen engagement. Cogent Education 9:1.
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Cecile Janse van Rensburg, Stephen A. Coetzee & Astrid Schmulian. (2022) Talking during a test?! Embracing mobile instant messaging during assessment. Assessment & Evaluation in Higher Education 47:8, pages 1388-1400.
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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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María Fernanda Rodríguez, Miguel Nussbaum, Julio Pertuzé, Carlos Avila, Joaquin Caceres, Tomas Valenzuela & Bastián Ceppi. (2022) Using metacognition to promote active learning in large business management classes. Innovations in Education and Teaching International 59:4, pages 410-420.
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Bianka Malecka, Rola Ajjawi, David Boud & Joanna Tai. (2022) An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education 47:5, pages 801-815.
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Yuan-Li Tiffany Chiu, Billy Wong & Magda Charalambous. (2021) ‘It’s for others to judge’: what influences students’ construction of the ideal student?. Journal of Further and Higher Education 45:10, pages 1424-1437.
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Navé Wald & Tony Harland. (2021) Measuring changes in higher-order cognition through the assessment of complex knowledge over time. Assessment & Evaluation in Higher Education 46:8, pages 1285-1298.
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Abbas Mehrabi Boshrabadi & M. Reza Hosseini. (2021) Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective. Assessment & Evaluation in Higher Education 46:6, pages 913-927.
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Juuso Henrik Nieminen, Henna Asikainen & Johanna Rämö. (2021) Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models. Studies in Higher Education 46:7, pages 1296-1311.
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Tracii Ryan, Sarah French & Gregor Kennedy. (2021) Beyond the Iron Triangle: improving the quality of teaching and learning at scale. Studies in Higher Education 46:7, pages 1383-1394.
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Tony Harland & Navé Wald. (2021) The assessment arms race and the evolution of a university’s assessment practices. Assessment & Evaluation in Higher Education 46:1, pages 105-117.
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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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Mehdi Davari-Torshizi. (2020) Evidence-informed practice in assessment: forging the nexus between research, policy & practice. Assessment in Education: Principles, Policy & Practice 27:5, pages 544-561.
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Michael Henderson, Michael Phillips, Tracii Ryan, David Boud, Phillip Dawson, Elizabeth Molloy & Paige Mahoney. (2019) Conditions that enable effective feedback. Higher Education Research & Development 38:7, pages 1401-1416.
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Phillip Dawson, Michael Henderson, Paige Mahoney, Michael Phillips, Tracii Ryan, David Boud & Elizabeth Molloy. (2019) What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education 44:1, pages 25-36.
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Gwen Hughes, Benjamin J O White & Daniel J Wilkinson. (2019) The benefits of a press release coursework for undergraduates. Higher Education Pedagogies 4:1, pages 244-255.
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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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Articles from other publishers (57)
Suleiman M. Hamdan & Gihan Fradi. 2024. Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment. Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment
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Ali Yildirim, Anne Dragemark Oscarson, Raili Hilden & Birgitta Fröjdendahl. (2023) Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland. Journal of Teacher Education 75:2, pages 203-218.
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Andrew Cram, Stephanie Wilson, Matthew Taylor & Craig Mellare. (2024) Blended learning at scale: co-designing a large postgraduate finance course. Journal of Work-Applied Management.
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Deborah Jones & Se-Lim Oh. (2024) Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment. Journal of Medical Education and Curricular Development 11.
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Jiaqi Yin, Tiong-Thye Goh & Yi Hu. (2024) Using a Chatbot to Provide Formative Feedback: A Longitudinal Study of Intrinsic Motivation, Cognitive Load, and Learning Performance. IEEE Transactions on Learning Technologies 17, pages 1404-1415.
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Ole Eggers Bjælde, David Boud & Annika Büchert Lindberg. (2023) Designing feedback activities to help low-performing students. Active Learning in Higher Education.
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Norman Chitamba & Loyiso Jita. (2023) Instructional leadership practices: Exploring deputy principal’s instructional leadership practices – A Zimbabwean case study. South African Journal of Education 43:4, pages 1-12.
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Sharmini Julita Paramasivam, Yasmin Abou-Amer & Khalil Saadeh. (2023) On the Spot Presentation-Based Assessment (OTSPA): Student Perception and Predictive Value of a Novel Summative Assessment with a Formative Assessment Flavour. Education Sciences 13:10, pages 1012.
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Pernille Bronken Eidesen, Anne E. Bjune & Simone I. Lang. (2023) “Show me how to use a microscope” – The development and evaluation of certification as direct assessment of practical lab skills. Ecology and Evolution 13:10.
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Joni Lämsä, Anne Virtanen, Päivi Tynjälä, Jussi Maunuksela & Pekka Koskinen. (2023) Exploring students’ perceptions of self-assessment in the context of problem solving in STEM. LUMAT: International Journal on Math, Science and Technology Education 11:2.
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Ligia Tomazin, Anastasiya A. Lipnevich & Carolina Lopera-Oquendo. (2023) Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance. Studies in Educational Evaluation 78, pages 101262.
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José I. Castillo-Manzano, Mercedes Castro-Nuño, Lourdes López-Valpuesta, María Teresa Sanz-Díaz & Rocío Yñiguez. (2023) Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education. Journal of Computing in Higher Education.
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Xin Qi, Geng Sun & Lin Yue. (2023) Applying Self-Optimised Feedback to a Learning Management System for Facilitating Personalised Learning Activities on Massive Open Online Courses. Sustainability 15:16, pages 12562.
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Baraka Nyinge. (2023) Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania. European Journal of Theoretical and Applied Sciences 1:4, pages 554-564.
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Olga Pishchukhina, Daria Gordieieva & Austen Rainer. (2023) Monitoring large class practice in a virtual learning environment: online formative assessment experience. Monitoring large class practice in a virtual learning environment: online formative assessment experience.
Camila Barahona, Miguel Nussbaum, Vicente Martin, Alejandra Meneses, Silvana Arriagada, Angela Di Serio & Isabel Hilliger. (2022) Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback. Educational technology research and development 71:2, pages 667-688.
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Zeng Xiaomeng & Latha Ravindran. (2023) USING TEACHER-STUDENT COLLABORATIVE ASSESSMENT TO DEVELOP CHINESE EFL LEARNERS’ WRITING. Journal of Language and Communication 10:1, pages 79-100.
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Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés & Francesc M. Esteve-Mon. 2023. Formative and Shared Assessment to Promote Global University Learning. Formative and Shared Assessment to Promote Global University Learning
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Dirk Ifenthaler, Clara Schumacher & Jakub Kuzilek. (2022) Investigating students' use of self‐assessments in higher education using learning analytics. Journal of Computer Assisted Learning 39:1, pages 255-268.
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Alex W. Chambers. 2023. Engaging Students With Disabilities in Remote Learning Environments. Engaging Students With Disabilities in Remote Learning Environments
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Clara Schumacher. 2023. Learning, Design, and Technology. Learning, Design, and Technology
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Ya Ping Hsiao & Kamakshi Rajagopal. 2023. The Power of Peer Learning. The Power of Peer Learning
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Barham Sattar Abdulrahman & Layla Taher Sharif. (2022) Investigating Kurdish EFL University Students' Perceptions on Implementing the Bologna Process at the Universities of the Iraqi Kurdistan Region. Halabja University Journal 7:4, pages 103-124.
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Uranchimeg Tudevdagva, Ulam-Orgil Choijiljav & Bat-Erdene Bayar. (2022) Exploring Students Feedback on Teaching Courses via Data Processing by the Structure Oriented Evaluation Model. Exploring Students Feedback on Teaching Courses via Data Processing by the Structure Oriented Evaluation Model.
Joni Tornwall & Sarah Rusnak. (2022) Frameworks and Technology for Triangulation of Feedback to Support Learning. Nursing Clinics of North America 57:4, pages 575-588.
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Jacobus S Wessels. (2022) Transforming the master of public administration education for a changing world of work: A personal account of a South African case. Teaching Public Administration, pages 014473942211364.
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David Carless. (2020) From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education 23:2, pages 143-153.
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María Fernanda Rodríguez, Miguel Nussbaum, Leyla Yunis, Tomás Reyes, Danilo Alvares, Jean Joublan & Patricio Navarrete. (2022) Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education 182, pages 104446.
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Ernesto Panadero & Anastasiya A. Lipnevich. (2022) A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review 35, pages 100416.
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Raili Hilden, Anne Dragemark Oscarson, Ali Yildirim & Birgitta Fröjdendahl. (2022) Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices. Languages 7:1, pages 10.
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bani koumachi. (2021) Evaluating the Evaluator: Towards understanding Feed-back, Feed-up, and Feed-forward of Moroccan Doctorate Supervisors’ Reports. International Journal of Research in English Education 6:4, pages 91-105.
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Alexander K. Kofinas & Crystal Han-Huei Tsay. (2021) In Favor of Large Classes: A Social Networks Perspective on Experiential Learning. Journal of Management Education 45:5, pages 760-785.
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Terrie McLaughlin Galanti, Courtney K. Baker, Tammy Kraft & Kimberly Morrow-Leong. 2021. Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning. Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
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Laura Tubino, Jean-Guy Schneider, Andrew Cain, Dhananjay Thiruvady & Chathu Ranaweera. (2021) Reforming Assessment: Challenges Beyond Design. Reforming Assessment: Challenges Beyond Design.
Lior Rozental, Dafna Meitar & Orit Karnieli‐Miller. (2020) Medical students' experiences and needs from written reflective journal feedback. Medical Education 55:4, pages 505-517.
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Kristen Schuster & Kristine N. Stewart. (2021) Using Constructive Alignment to Support Metaliteracy in International Classrooms. Journal of Education for Library and Information Science 62:1, pages 1-16.
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Ann Marie Farrell. 2021. Handbook of Research on Applying Universal Design for Learning Across Disciplines. Handbook of Research on Applying Universal Design for Learning Across Disciplines
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Drew Ashby-King, Raphael Mazzone & Lindsey Anderson. (2021) Defining Feedback: Understanding Students’ Perceptions of Feedback in the Introductory Communication Course. Journal of Communication Pedagogy 4, pages 70-84.
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Lisa Bosman & Stephanie FernhaberLisa Bosman & Stephanie Fernhaber. 2021. Teaching the Entrepreneurial Mindset Across the University. Teaching the Entrepreneurial Mindset Across the University
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Doris Yin Kei Chong, Barbara Tam, Suk Yu Yau & Arnold Yu Lok Wong. (2020) Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics. BMC Medical Education 20:1.
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Ferhat KARAKAYA, Selçuk ARIK, Osman ÇİMEN & Mehmet YILMAZ. (2020) Investigation of the views of biology teachers on distance education: The case study of COVID-19 Pandemic. Journal of Education in Science, Environment and Health.
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Marcela Valencia-Serrano. (2020) Diseño de tareas para promover aprendizaje autorregulado en la universidad. Educación y Educadores 23:2, pages 267-290.
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Christian Köppe, Roald Verhoeff & Wouter van Joolingen. (2020) Incremental Grading in Practice. Incremental Grading in Practice.
Wajeeh M. Daher. (2020) Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function. Eurasia Journal of Mathematics, Science and Technology Education 16:6.
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Kathryn Haughney, Shawnee Wakeman & Laura Hart. (2020) Quality of Feedback in Higher Education: A Review of Literature. Education Sciences 10:3, pages 60.
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Gary Lancaster, Sarah Bayless & Ricky Punia. (2020) Examining how the presence, absence and numerical value of a grade affects students’ perceptions of assessment feedback. Psychology Teaching Review 26:2, pages 26-35.
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Jaclyn Broadbent. 2020. Tertiary Online Teaching and Learning. Tertiary Online Teaching and Learning
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Clara Schumacher. 2020. Learning, Design, and Technology. Learning, Design, and Technology
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Lois Ruth Harris & Joanne Dargusch. 2020. Re-imagining University Assessment in a Digital World. Re-imagining University Assessment in a Digital World
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Special Issue: “Experiential Learning in Large Classes”
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Michael Henderson, Elizabeth Molloy, Rola Ajjawi & David Boud. 2019. The Impact of Feedback in Higher Education. The Impact of Feedback in Higher Education
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Kieran Balloo, Carol Evans, Annie Hughes, Xiaotong Zhu & Naomi Winstone. (2018) Corrigendum: Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation. Frontiers in Education 3.
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Kieran Balloo, Carol Evans, Annie Hughes, Xiaotong Zhu & Naomi Winstone. (2018) Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation. Frontiers in Education 3.
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Melissa Larson, William B. Tayler & Jared R. Stark. (2022) The Effects of a Second-Chance Exam Policy in a Large-Enrollment Introductory Accounting Course. SSRN Electronic Journal.
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