Citations (70)
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Ívar Rafn Jónsson. (2023) Student involvement in assessment and power relations: teacher’s perspective. Pedagogy, Culture & Society 0:0, pages 1-22.
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Juuso Henrik Nieminen. (2022) Disrupting the power relations of grading in higher education through summative self-assessment. Teaching in Higher Education 27:7, pages 892-907.
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Jian-Wei Lin, Chia-Wen Tsai, Chu-Ching Hsu & Lung-Chun Chang. (2021) Peer assessment with group awareness tools and effects on project-based learning. Interactive Learning Environments 29:4, pages 583-599.
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Jane Robertson, Nicky Terblanche & Heidi Le Sueur. (2021) An emerging action learning framework to foster individual transformative learning during management development programmes. Action Learning: Research and Practice 18:2, pages 102-120.
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Miriam Kent. (2020) Marking gender studies: the (Radical) value of creative-critical assessment. Higher Education Pedagogies 5:1, pages 61-89.
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David Hortigüela Alcalá, Andrés Palacios Picos & Víctor López Pastor. (2019) The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education 44:6, pages 933-945.
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Rille Raaper. (2019) Students as consumers? A counter perspective from student assessment as a disciplinary technology. Teaching in Higher Education 24:1, pages 1-16.
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Deborah A. Christel. (2018) Fat fashion: Fattening pedagogy in apparel design. Fat Studies 7:1, pages 44-55.
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Chadi Aoun, Savanid Vatanasakdakul & Karyne Ang. (2018) Feedback for thought: examining the influence of feedback constituents on learning experience. Studies in Higher Education 43:1, pages 72-95.
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Stuart Tannock. (2017)
No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education 42:8, pages 1345-1357.
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Victor López-Pastor & Alvaro Sicilia-Camacho. (2017) Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education 42:1, pages 77-97.
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Maddalena Taras. (2016) Situating power potentials and dynamics of learners and tutors within self-assessment models. Journal of Further and Higher Education 40:6, pages 846-863.
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Jingjing Xu & Terri Rees. (2016) Distance Learning Course Design Expectations in China and the United Kingdom. American Journal of Distance Education 30:4, pages 250-263.
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Claire Stocks & Chris Trevitt. (2016) The place of trust in Continuing Professional Learning programmes: supporting authentic reflection in portfolio assessment. International Journal for Academic Development 21:3, pages 219-229.
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Kiran Trehan & Clare Rigg. (2015) Enacting critical learning: power, politics and emotions at work. Studies in Higher Education 40:5, pages 791-805.
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Jinrui Li & Rosemary De Luca. (2014) Review of assessment feedback. Studies in Higher Education 39:2, pages 378-393.
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Ulrike Burger. (2013) Resistance in action learning: struggling with self-efficacy and the social Self – and what about the set advisor?. Action Learning: Research and Practice 10:3, pages 264-275.
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Jon Scaife & Jerry Wellington. (2010) Varying perspectives and practices in formative and diagnostic assessment: a case study. Journal of Education for Teaching 36:2, pages 137-151.
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PhillipA. Towndrow & Kelvin Tan. (2009) Teacher self‐evaluation and power. Teacher Development 13:3, pages 285-295.
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Chris Trevitt & Chandima Perera. (2009) Self and continuing professional learning (development): issues of curriculum and identity in developing academic practice. Teaching in Higher Education 14:4, pages 347-359.
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RebeccaH. P. Cheung. (2009) The Use of Self-Assessment to Foster Students' Learning in Teacher Education: An Experience in Teaching Practice. Action in Teacher Education 31:1, pages 49-57.
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Maddalena Taras. (2008) Assessment for learning: sectarian divisions of terminology and concepts. Journal of Further and Higher Education 32:4, pages 389-397.
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Berry O'Donovan, Margaret Price & Chris Rust. (2008) Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education 13:2, pages 205-217.
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KelvinH.K. Tan. (2008) Qualitatively different ways of experiencing student self‐assessment. Higher Education Research & Development 27:1, pages 15-29.
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Thu Thuy Vu & Gloria Dall’Alba. (2007) Students’ experience of peer assessment in a professional course. Assessment & Evaluation in Higher Education 32:5, pages 541-556.
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Denise Leite, RuiA. Santiago, CláudiaS. Sarrico, Cecília Loréa Leite & Marlis Polidori. (2006) Students' perceptions on the influence of institutional evaluation on universities. Assessment & Evaluation in Higher Education 31:6, pages 625-638.
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David Carless. (2006) Differing perceptions in the feedback process. Studies in Higher Education 31:2, pages 219-233.
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FrancisS. Murphy. (2005) Quality management: an ‘essential attributes' approach. A case study towards a sustainable model of course effectiveness evaluation. Research in Post-Compulsory Education 10:2, pages 227-244.
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Carole Leathwood
. (2005) Assessment policy and practice in higher education: purpose, standards and equity. Assessment & Evaluation in Higher Education 30:3, pages 307-324.
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Kelvin H. K. Tan
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Brenda Johnston
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Lewis Elton. (2004) Goodhart's Law and Performance Indicators in Higher Education. Evaluation & Research in Education 18:1-2, pages 120-128.
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MADDALENA TARAS. (2003) To Feedback or Not to Feedback in Student Self-assessment. Assessment & Evaluation in Higher Education 28:5, pages 549-565.
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Alistair Mutch. (2002) Thinking Strategically about Assessment. Assessment & Evaluation in Higher Education 27:2, pages 163-174.
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Richard Higgins, Peter Hartley & Alan Skelton. (2002) The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27:1, pages 53-64.
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Maddalena Taras. (2001) The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: Towards transparency for students and for tutors. Assessment & Evaluation in Higher Education 26:6, pages 605-614.
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Edgar Ceh-Varela, Carlos Canto-Bonilla & Dhimitraq Duni. (2023) Application of Project-Based Learning to a Software Engineering course in a hybrid class environment. Information and Software Technology 158, pages 107189.
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Jeff Naqvi. 2022. Research Anthology on Vocational Education and Preparing Future Workers. Research Anthology on Vocational Education and Preparing Future Workers
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Marilia Jardim. (2021) (Re)criar Fashion Contextual Studies:uma visão gerativa da Sociossemiótica no ensino superior de Moda e Design. Revista de Ensino em Artes, Moda e Design 5:1, pages 55-75.
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Dorit Alt & Nirit RaichelDorit Alt & Nirit Raichel. 2021. Equity and Formative Assessment in Higher Education. Equity and Formative Assessment in Higher Education
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Suzanne Schut, Jan van Tartwijk, Erik Driessen, Cees van der Vleuten & Sylvia Heeneman. (2019) Understanding the influence of teacher–learner relationships on learners’ assessment perception. Advances in Health Sciences Education 25:2, pages 441-456.
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E. M. Ivanova & A. V. Vishnekov. (2020) A computer design method of an effective educational trajectory in blended learning based on students’ assessment. Education and Information Technologies 25:2, pages 1439-1458.
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Maria Martinez Serrano, Mark O’Brien, Krystal Roberts & David Whyte. (2017) Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning. Active Learning in Higher Education 19:1, pages 9-21.
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Simon Williams. (2017) Investigating the allocation and corroboration of individual grades for project-based learning. Studies in Educational Evaluation 53, pages 1-9.
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Alev Doğan & Osman Nafız Kaya. (2009) Poster sessions as an authentic assessment approach in an open-Ended University general chemistry laboratory. Procedia - Social and Behavioral Sciences 1:1, pages 829-833.
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