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Anisa Vahed, Matthys Michielse Walters & Ashley Hilton Adrian Ross. (2023) Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology. Education Inquiry 14:2, pages 267-283.
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Juuso Henrik Nieminen, Margaret Bearman & Joanna Tai. (2023) How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education 48:1, pages 77-94.
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Natalie Simper, Katarina Mårtensson, Amanda Berry & Nicoleta Maynard. (2022) Assessment cultures in higher education: reducing barriers and enabling change. Assessment & Evaluation in Higher Education 47:7, pages 1016-1029.
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Natalie Simper, Nicoleta Maynard & Katarina Mårtensson. (2022) Informal academic networks and the value of significant social interactions in supporting quality assessment practices. Higher Education Research & Development 41:4, pages 1277-1293.
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Articles from other publishers (4)
Estacio Pereira, Sumaya Nsair, Leticia Radin Pereira & Kimberley Grant. (2024) Constructive alignment in a graduate-level project management course: an innovative framework using large language models. International Journal of Educational Technology in Higher Education 21:1.
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Carol Evans, William Kay, Sheila Amici-Dargan, Rafael De Miguel González, Karl Donert & Stephen Rutherford. (2024) Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education. Frontiers in Psychology 15.
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Hongfeng Zhang, Shaodan Su, Yumeng Zeng & Johnny F. I. Lam. (2022) An Experimental Study on the Effectiveness of Students’ Learning in Scientific Courses through Constructive Alignment—A Case Study from an MIS Course. Education Sciences 12:5, pages 338.
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Eva Cifrian, Ana Andrés, Berta Galán & Javier R. Viguri. (2020) Integration of different assessment approaches: application to a project-based learning engineering course. Education for Chemical Engineers 31, pages 62-75.
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