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Educational Studies Volume 44, 2018 - Issue 4
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Articles

Teacher and student perceptions of intermediate assessment in higher education

Indira N. Z. DayICLON, Leiden University Graduate School of Teaching, Leiden University, Leiden, The NetherlandsCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-5511-1061
ORCID Icon,
F. M. van BlankensteinICLON, Leiden University Graduate School of Teaching, Leiden University, Leiden, The Netherlands
,
P. Michiel WestenbergDepartment of Psychology, Leiden University, Leiden, The Netherlands
&
W. F. AdmiraalICLON, Leiden University Graduate School of Teaching, Leiden University, Leiden, The NetherlandsORCID Iconhttp://orcid.org/0000-0002-1627-3420
ORCID Icon
Pages 449-467 | Received 10 Jun 2016, Accepted 16 Sep 2017, Published online: 27 Sep 2017

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David Playfoot, Laura L. Wilkinson & Jessica Mead. (2023) Is continuous assessment inclusive? An analysis of factors influencing student grades. Assessment & Evaluation in Higher Education 48:7, pages 938-950.
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Patricia Everaert, Evelien Opdecam & Hans van der Heijden. (2022) Predicting first-year university progression using early warning signals from accounting education: A machine learning approach. Accounting Education 0:0, pages 1-26.
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Eric Martin & Steven Kim. (2022) Impact of Instructor Generated Guided Reading Questions for University Textbooks on Learning. Journal of College Reading and Learning 52:3, pages 151-169.
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Eva Blondeel, Patricia Everaert & Evelien Opdecam. (2022) Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests. Assessment & Evaluation in Higher Education 47:2, pages 297-312.
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Janine Haenen, Sylvia Vink, Ellen Sjoer & Wilfried Admiraal. (2021) Challenge and learning in honours education: a quantitative and qualitative study on students’ and teachers’ perceptions. Teaching in Higher Education 0:0, pages 1-17.
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Ying Zhan. (2020) Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course. Higher Education Research & Development 39:5, pages 1055-1069.
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Indira N. Z. Day, F. M. van Blankenstein, P. M. Westenberg & W. F. Admiraal. (2019) University teachers’ conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better. Studies in Higher Education 44:12, pages 2223-2234.
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Indira N. Z. Day, Floris M. van Blankenstein, Michiel Westenberg & Wilfried Admiraal. (2018) A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education 43:6, pages 908-929.
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Indira N. Z. Day, Floris M. van Blankenstein, P. Michiel Westenberg & Wilfried F. Admiraal. (2018) Explaining individual student success using continuous assessment types and student characteristics. Higher Education Research & Development 37:5, pages 937-951.
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Articles from other publishers (3)

Maggie Ma & Gavin Bui. (2022) Implementing continuous assessment in an academic English writing course: An exploratory study. Assessing Writing 53, pages 100629.
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Angelo Fynn & Elias Oupa Mashile. (2022) Continuous Online Assessment at a South African Open Distance and e-Learning Institution. Frontiers in Education 7.
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Indira N. Z. Day, Wilfried Admiraal & Nadira Saab. 2021. Student Retention and Success in Higher Education. Student Retention and Success in Higher Education 217 249 .

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