https://orcid.org/0000-0003-3087-8933
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Renée Allvin, Carl Thompson & Samuel Edelbring. (2024) Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. Journal of Interprofessional Care 38:3, pages 486-498.
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Natalie Forde-Leaves, Jack Walton & Ken Tann. (2023) A framework for understanding assessment practice in higher education. Assessment & Evaluation in Higher Education 48:8, pages 1076-1091.
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Naomi E. Winstone & Robert A. Nash. (2023) Toward a cohesive psychological science of effective feedback. Educational Psychologist 58:3, pages 111-129.
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Juuso Henrik Nieminen. (2023) A spanner in the works: the portrayal of disabled students in assessment adjustment research. International Studies in Sociology of Education 32:1, pages 30-55.
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Robin M. N. Parker. (2022) Planning Library Instruction Research: Building Conceptual Models with Theoretical Frameworks. Medical Reference Services Quarterly 41:4, pages 408-423.
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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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Articles from other publishers (6)
Juuso Henrik Nieminen & David Carless. (2022) Feedback literacy: a critical review of an emerging concept. Higher Education 85:6, pages 1381-1400.
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O. V. Temnyatkina. (2023) Mechanisms of formative assessment in the additional professional education of teachers. The Education and science journal 25:5, pages 106-134.
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Hailay Tesfay Gebremariam & Abate Demissie Gedamu. (2023) Primary school teachers’ assessment for learning practice for students’ learning improvement. Frontiers in Education 8.
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Mlamli Diko. (2023) Applying critical theory in the examination of one selected isiXhosa short story. International Journal of Research in Business and Social Science (2147- 4478) 12:2, pages 278-286.
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Maddalena Taras, Irma Molina, Katherina Gallardo & Juan Carlos Morales-Piñero. (2023) Beliefs and understandings of assessment theories and terminologies by university lecturers. London Review of Education 21:1.
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Ya Ping Hsiao & Kamakshi Rajagopal. 2023. The Power of Peer Learning. The Power of Peer Learning
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