Citations (129)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (36)
Setlhomo Koloi-Keaikitse & Anne Traynor. (2023) Discrepancies between teachers’ self-reported perceived skills and use of classroom assessment practices: The case of Botswana. Cogent Education 10:2.
Read now
Read now
Tianxin Li, Gavin T. L. Brown & Eleanor Hawe. (2023) The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions. Assessment & Evaluation in Higher Education 48:8, pages 1371-1384.
Read now
Read now
David Baidoo-Anu, Amirhossein Rasooli, Christopher DeLuca & Liying Cheng. (2023) Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives. Education Inquiry 0:0, pages 1-29.
Read now
Read now
Dorit Alt & Nirit Raichel. (2022) Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education 37:3, pages 370-394.
Read now
Read now
Diana Pereira, Irene Cadime, Gavin Brown & Maria Assunção Flores. (2022) How do undergraduates perceive the use of assessment? A study in higher education. European Journal of Higher Education 12:1, pages 1-17.
Read now
Read now
Igor Kotlyar, Joe Krasman & Lisa Fiksenbaum. (2021) Virtual high-fidelity simulation assessment of teamwork skills: How do students react?. Journal of Research on Technology in Education 53:3, pages 333-352.
Read now
Read now
Wichard Zwaal. (2019) Assessment for problem-based learning. Research in Hospitality Management 9:2, pages 77-82.
Read now
Read now
Tzung-Jin Lin, Aik-Ling Tan, Min-Hsien Lee & Chin-Chung Tsai. (2017) Evaluating and comparing Singaporean and Taiwanese eighth graders’ conceptions of science assessment. Research in Science & Technological Education 35:4, pages 391-408.
Read now
Read now
Diana Pereira, Maria Assunção Flores & Alexandra Barros. (2017) Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies 43:4, pages 442-463.
Read now
Read now
Maaret Varunki, Nina Katajavuori & Liisa Postareff. (2017) First-year students’ approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course. Studies in Higher Education 42:2, pages 331-353.
Read now
Read now
Setlhomo Koloi-Keaikitse. (2017) Assessment of teacher perceived skill in classroom assessment practices using IRT Models. Cogent Education 4:1.
Read now
Read now
Diana Pereira, Maria Assunção Flores & Laila Niklasson. (2016) Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education 41:7, pages 1008-1032.
Read now
Read now
Ana Carvalho. (2016) The impact of PBL on transferable skills development in management education. Innovations in Education and Teaching International 53:1, pages 35-47.
Read now
Read now
Gregorio Rodríguez-Gómez, Victoria Quesada-Serra & María Soledad Ibarra-Sáiz. (2016) Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. Assessment & Evaluation in Higher Education 41:1, pages 35-52.
Read now
Read now
Maria Assunção Flores, Ana Margarida Veiga Simão, Alexandra Barros & Diana Pereira. (2015) Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education 40:9, pages 1523-1534.
Read now
Read now
Margaret Healy, Maeve McCutcheon & John Doran. (2014) Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme. Accounting Education 23:5, pages 467-482.
Read now
Read now
Wichard Zwaal & Hans Otting. (2013) A traditional versus a constructivist conception of assessment. Research in Hospitality Management 2:1-2, pages 29-38.
Read now
Read now
J.
F. Arteaga, M.
J. Díaz Blanco, C. Toscano Fuentes & J.
E. Martín Alfonso. (2013) Implementation of a cooperative methodology to develop organic chemical engineering skills. European Journal of Engineering Education 38:4, pages 370-384.
Read now
Read now
Ana Carvalho. (2013) Students' perceptions of fairness in peer assessment: evidence from a problem-based learning course. Teaching in Higher Education 18:5, pages 491-505.
Read now
Read now
Chloe Patton. (2012) ‘Some kind of weird, evil experiment’: student perceptions of peer assessment. Assessment & Evaluation in Higher Education 37:6, pages 719-731.
Read now
Read now
Rafael García-Ros & Francisco Pérez-González. (2011) Assessment preferences of preservice teachers: analysis according to academic level and relationship with learning styles and motivational orientation. Teaching in Higher Education 16:6, pages 719-731.
Read now
Read now
Sarah Gielen, Filip Dochy, Patrick Onghena, Katrien Struyven & Stijn Smeets. (2011) Goals of peer assessment and their associated quality concepts. Studies in Higher Education 36:6, pages 719-735.
Read now
Read now
Sarah Gielen, Filip Dochy & Patrick Onghena. (2011) An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education 36:2, pages 137-155.
Read now
Read now
Hans Otting, Wichard Zwaal, Dirk Tempelaar & Wim Gijselaers. (2010) The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education 35:7, pages 741-760.
Read now
Read now
Philippus
Lodewikus Wessels. (2010) A Critical Learning Outcome Approach in Designing, Delivering and Assessing the IT Knowledge Syllabus. Accounting Education 19:5, pages 439-456.
Read now
Read now
Brendan Bartram & Carol Bailey. (2010) Assessment preferences: a comparison of UK/international students at an English university. Research in Post-Compulsory Education 15:2, pages 177-187.
Read now
Read now
Kim Watty, Margaret Jackson & Xin Yu. (2010) Students' Approaches to Assessment in Accounting Education: The Unique Student Perspective. Accounting Education 19:3, pages 219-234.
Read now
Read now
Vanessa Dye, Margaret Herrington, Julie Hughes, Alexandra Kendall, Cathie Lacey & Rob Smith. (2010) Collaborative writing and dis‐continuing professional development: challenging the rituals and rules of the education game?. Professional Development in Education 36:1-2, pages 289-306.
Read now
Read now
MagdeleineD.N. Lew, W.A.M. Alwis & HenkG. Schmidt. (2010) Accuracy of students' self‐assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education 35:2, pages 135-156.
Read now
Read now
Shirley Miedijensky & Tali Tal. (2009) Embedded Assessment in Project‐based Science Courses for the Gifted: Insights to inform teaching all students. International Journal of Science Education 31:18, pages 2411-2435.
Read now
Read now
GavinT.L. Brown & GerritH.F. Hirschfeld. (2008) Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice 15:1, pages 3-17.
Read now
Read now
Tracey Papinczak, Louise Young, Michele Groves & Michele Haynes. (2007) An analysis of peer, self, and tutor assessment in problem-based learning tutorials. Medical Teacher 29:5, pages e122-e132.
Read now
Read now
Ngar-Fun Liu & David Carless. (2006) Peer feedback: the learning element of peer assessment. Teaching in Higher Education 11:3, pages 279-290.
Read now
Read now
Salah Kassab, Marwan F. Abu-Hijleh, Qasim Al-Shboul & Hossam Hamdy. (2005) Student-led tutorials in problem-based learning: educational outcomes and students' perceptions. Medical Teacher 27:6, pages 521-526.
Read now
Read now
Katrien Struyven, Filip Dochy & Steven Janssens. (2005) Students’ perceptions about evaluation and assessment in higher education: a review1
. Assessment & Evaluation in Higher Education 30:4, pages 325-341.
Read now
Read now
David Gijbels
, Gerard van de Watering & Filip Dochy. (2005) Integrating assessment tasks in a problem‐based learning environment. Assessment & Evaluation in Higher Education 30:1, pages 73-86.
Read now
Read now
Articles from other publishers (93)
María J. Alonso-Nuez, Ana I. Gil-Lacruz & Jorge Rosell-Martínez. (2024) Pass or good grades: Direct and mediated effects of a teaching method. The International Journal of Management Education 22:1, pages 100937.
Crossref
Crossref
Eva Lopes Fernandes, Maria Assunção Flores, Irene Cadime & Clara Pereira Coutinho. (2023) Práticas de avaliação no ensino superior: Um estudo com professores portugueses. Estudos em Avaliação Educacional 34, pages e09219.
Crossref
Crossref
David Baidoo-Anu, Daniel Asamoah & Aaron Adusei. (2023) Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis. International Journal of Educational Research Open 5, pages 100275.
Crossref
Crossref
Igor Kotlyar, Tina Sharifi & Lisa Fiksenbaum. (2022) Assessing Teamwork Skills: Can a Computer Algorithm Match Human Experts?. International Journal of Artificial Intelligence in Education 33:4, pages 955-991.
Crossref
Crossref
Manoj Ravi. (2023) Evolving trends in student assessment in chemical engineering education. Education for Chemical Engineers 45, pages 151-160.
Crossref
Crossref
Marko Lubarda, Alex Phan, Maziar Ghazinejad, Nathan Delson, Saharnaz Baghdadchi, Curt Schurgers, Minju Kim, Josephine Relaford-Doyle, Carolyn Sandoval & Huihui Qi. (2023) Peer oral exams: A learner-centered authentic assessment approach scalable to large classes. Peer oral exams: A learner-centered authentic assessment approach scalable to large classes.
Cihad Şentürk & Gökhan Baş. (2023) Classroom assessment beliefs of teachers: scale validity and reliability study. Educational Research for Policy and Practice 22:2, pages 301-323.
Crossref
Crossref
Jelena Milisavljevic Syed. (2023) Quantification of students’ active learning in design, build, and test engineering modules. Developing Academic Practice 2023:Special, pages 17-37.
Crossref
Crossref
Bettina Lynda Bastian & Arpita Mehrotra. 2023. Governance in Higher Education. Governance in Higher Education
171
208
.
Ajrina Hysaj, Georgina Farouqa, Sara Azeem Khan & Laith Hiasat. 2023. Social Computing and Social Media. Social Computing and Social Media
486
500
.
Grace Melo, Diego Monteza, Greg Colson & Yu Yvette Zhang. (2022) How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach. PLOS ONE 17:10, pages e0276745.
Crossref
Crossref
Osman ÇİL. (2022) Preservice Elementary Teachers’ Perspectives Around the Peer Assessment Process During an Academic Poster SessionSınıf Öğretmeni Adaylarının Akademik Poster Sunumu Sırasındaki Akran Değerlendirme Sürecine Yönelik Görüşleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:1, pages 317-334.
Crossref
Crossref
A. De Brún, L. Rogers, A. Drury & B. Gilmore. (2022) Evaluation of a formative peer assessment in research methods teaching using an online platform: A mixed methods pre-post study. Nurse Education Today 108, pages 105166.
Crossref
Crossref
Joana Martinho Costa, Sónia Araújo, Mohammad Soliman & Maria José Sousa. 2022. Advanced Virtual Environments and Education. Advanced Virtual Environments and Education
77
87
.
Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė & Daiva Malinauskienė. (2021) Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania. Education Sciences 11:11, pages 678.
Crossref
Crossref
I. Chiva Sanchis, G. Ramos Santana, A.M. Moral Mora & A. Pérez Carbonell. (2021) Validación de una escala reducida para valorar competencias básicas de aprendizaje del alumnado universitario. REDU. Revista de Docencia Universitaria 19:1, pages 111.
Crossref
Crossref
Meskuere Capan Melser, Stefan Lettner, Andjela Bäwert, Claudia Puttinger & Anita Holzinger. (2020) Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments. BMC Medical Education 20:1.
Crossref
Crossref
Rebecca S. Rivard. (2020) An Evolving Outbreak Simulation Using Active Learning. The American Biology Teacher 82:8, pages 545-552.
Crossref
Crossref
Cheryl Brook & Mike Pedler. (2020) Action learning in academic management education: A state of the field review. The International Journal of Management Education 18:3, pages 100415.
Crossref
Crossref
Victoria Quesada, Eduardo Garcia-Jimenez & Miguel Angel Gomez-Ruiz. 2020. Learning and Performance Assessment. Learning and Performance Assessment
1226
1247
.
Maria Pavlou. (2020) Game-Informed Assessment for Playful Learning and Student Experience (Part II). Journal of Classics Teaching 21:42, pages 19-30.
Crossref
Crossref
Yi-Chen Lai & Li-Hsun Peng. (2019) Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability 12:1, pages 28.
Crossref
Crossref
Timothy Wai Wa Yuen, Chi Keung Eric Cheng, Chunlan Guo & Yan Wing Leung. (2019) The civic mission of schools and students’ participation in school governance. Asian Education and Development Studies 9:2, pages 229-241.
Crossref
Crossref
Aleksi Ojala, Inkeri Ruokonen, Heikki Ruismäki & Anu Sepp. (2019) Outlining New Guidelines for the Assessment of the Education Diploma in Music. The European Journal of Social & Behavioural Sciences 26:3, pages 278-288.
Crossref
Crossref
Bunmi S. Malau-Aduli, Robyn Preston, Mary Adu, Faith Alele, Monica Gratani, Aaron Drovandi & Ian Heslop. (2019) Pharmacy students' perceptions of assessment and its impact on learning. Currents in Pharmacy Teaching and Learning 11:6, pages 571-579.
Crossref
Crossref
Michalis P. Michaelides & Georgia Solomonidou. (2019) Factorial Structure, Gender Invariance, and Predictive Validity of the Students’ Conceptions of Assessment-VI Inventory. European Journal of Psychological Assessment 35:2, pages 248-254.
Crossref
Crossref
Penny Van Bergen & Mitch Parsell. (2018) Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective. The Australian Educational Researcher 46:1, pages 41-58.
Crossref
Crossref
Maria M. Summers, Troy L. Cox, Benjamin L. McMurry & Dan P. Dewey. (2019) Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program. System 80, pages 269-287.
Crossref
Crossref
Fatih Ozgul, Murat Kangalgil, Gurkan Diker & Erturk Yamen. (2018) Evaluation of the Constructivist Learning Environments of Physical Education Teacher Candidates. European Journal of Educational Research volume-7-2018:volume7-issue3.html, pages 653-658.
Crossref
Crossref
Parvaneh Shayeste-Far & Gholam Reza Kiany. (2018) Iran’s university admission programme at change: Policies, prospects and pitfalls from planners’ perspectives. Studies in Educational Evaluation 56, pages 112-123.
Crossref
Crossref
Guan-Yu Lin. (2018) Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers & Education 116, pages 81-92.
Crossref
Crossref
B. Gallego Noche, V. Quesada Serra, M.A. Gómez Ruiz & J. Cubero Ibáñez. (2017) La evaluación y retroalimentación electrónica entre iguales para la autorregulación y el aprendizaje estratégico en la universidad: la percepción del alumnado. REDU. Revista de Docencia Universitaria 15:1, pages 127.
Crossref
Crossref
Jackson Autrey, Zahed Siddique & Farrokh Mistree. (2017) Work in Progress: A Strategy for Assessing Learning Through Reflecting on Doing. Work in Progress: A Strategy for Assessing Learning Through Reflecting on Doing.
Jackson Autrey, Jennifer Sieber, Zahed Siddique & Farrokh Mistree. (2017) Board # 38 : Work in Progress: Quantification of Learning through Learning Statements and Text Mining. Board # 38 : Work in Progress: Quantification of Learning through Learning Statements and Text Mining.
Victoria Quesada, Eduardo Garcia-Jimenez & Miguel Angel Gomez-Ruiz. 2017. Innovative Practices for Higher Education Assessment and Measurement. Innovative Practices for Higher Education Assessment and Measurement
226
247
.
Diana Pereira, Laila Niklasson & Maria Assunção Flores. (2016) Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden. Higher Education 73:1, pages 153-173.
Crossref
Crossref
Jonas Neubert, Thomas Lans, Maida Mustafic, Samuel Greiff & Peer Ederer. 2017. Competence-based Vocational and Professional Education. Competence-based Vocational and Professional Education
953
969
.
Cees van der Vleuten, Dominique Sluijsmans & Desiree Joosten-ten Brinke. 2017. Competence-based Vocational and Professional Education. Competence-based Vocational and Professional Education
607
630
.
Diana Pereira, Maria Assunção Flores, Ana Margarida Veiga Simão & Alexandra Barros. (2016) Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation 49, pages 7-14.
Crossref
Crossref
Caroline Moraes, Nina Michaelidou & Louise Canning. (2016) Students' Attitudes toward a Group Coursework Protocol and Peer Assessment System. Industry and Higher Education 30:2, pages 117-128.
Crossref
Crossref
Sarah Abedi Abdullah, Pauline Hwa Ling Teo & Kelly Pei Leng Tee. 2016. Assessment for Learning Within and Beyond the Classroom. Assessment for Learning Within and Beyond the Classroom
3
16
.
Michael W. Amolins, Cathy M. EzrailsonDavid A. Pearce, Amy J. Elliott & Peter F. Vitiello. (2015) Evaluating the effectiveness of a laboratory-based professional development program for science educators. Advances in Physiology Education 39:4, pages 341-351.
Crossref
Crossref
Domingo Verano-Tacoronte & Silvia Sosa-Cabrera. (2015) Proyectos cooperativos vinculados a empresas en la Educación Superior. REDU. Revista de Docencia Universitaria 13:3, pages 275.
Crossref
Crossref
Yasemin Demiraslan Çevik. (2015) Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students’ problem-solving skills. Computers in Human Behavior 52, pages 250-258.
Crossref
Crossref
Ming-Tak Hue, Chi-Hung Leung & Kerry Johon Kennedy. (2014) Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong. Educational Assessment, Evaluation and Accountability 27:3, pages 253-273.
Crossref
Crossref
Wichard Zwaal & Hans Otting. (2015) Aligning principles and practice in problem-based hospitality management education. Journal of Hospitality, Leisure, Sport & Tourism Education 16, pages 22-29.
Crossref
Crossref
Paul F. Wimmers & Ming Lee. (2014) Identifying longitudinal growth trajectories of learning domains in problem-based learning: a latent growth curve modeling approach using SEM. Advances in Health Sciences Education 20:2, pages 467-478.
Crossref
Crossref
Jetske Strijbos, Nadine Engels & Katrien Struyven. (2015) Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review 14, pages 18-32.
Crossref
Crossref
Henna Asikainen, Viivi Virtanen, Liisa Postareff & Pekka Heino. (2014) The validity and students’ experiences of peer assessment in a large introductory class of gene technology. Studies in Educational Evaluation 43, pages 197-205.
Crossref
Crossref
Maria Menendez Blanco, Gerrit C. van der Veer, Laura Benvenuti & Paul A. Kirschner. 2014. Adult and Continuing Education. Adult and Continuing Education
625
654
.
Harm Tillema. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning
39
53
.
Adrian Furnham, Sarah Nuygards & Tomas Chamorro-Premuzic. (2013) Personality, assessment methods and academic performance. Instructional Science 41:5, pages 975-987.
Crossref
Crossref
Rajab Esfandiari & Carol M. Myford. (2013) Severity differences among self-assessors, peer-assessors, and teacher assessors rating EFL essays. Assessing Writing 18:2, pages 111-131.
Crossref
Crossref
Alasdair Blair, Steven Curtis & Sam Mcginty. (2012) Is Peer Feedback an Effective Approach for Creating Dialogue in Politics?. European Political Science 12:1, pages 102-115.
Crossref
Crossref
Gholam Reza Kiany, Parvaneh Shayestefar, Reza Ghafar Samar & Ramin Akbari. (2012) High-rank stakeholders’ perspectives on high-stakes University entrance examinations reform: priorities and problems. Higher Education 65:3, pages 325-340.
Crossref
Crossref
MIN‐HSIEN LEE, TZUNG‐JIN LIN & CHIN‐CHUNG TSAI. (2013) Proving or Improving Science Learning? Understanding High School Students’ Conceptions of Science Assessment in Taiwan. Science Education 97:2, pages 244-270.
Crossref
Crossref
Kirsty M. Magnier, Vicki H.M. Dale & Matthew J. Pead. (2012) Workplace-Based Assessment Instruments in the Health Sciences. Journal of Veterinary Medical Education 39:4, pages 389-395.
Crossref
Crossref
Diana Ribeiro Pereira & Maria Assunção Flores. (2012) Percepções dos estudantes universitários sobre a avaliação das aprendizagens: um estudo exploratório. Avaliação: Revista da Avaliação da Educação Superior (Campinas) 17:2, pages 529-556.
Crossref
Crossref
Shaoqiang Yuan & Zhihua Shen. (2012) Study and application of PBL in control system course. Study and application of PBL in control system course.
Maria Menendez Blanco, Gerrit C. van der Veer, Laura Benvenuti & Paul A. Kirschner. 2012. Constructing Self-Discovery Learning Spaces Online. Constructing Self-Discovery Learning Spaces Online
169
198
.
Joke Coens, Delphine Sasanguie, Geraldine Clarebout & Jan Elen. (2012) Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives. Education Research International 2012, pages 1-9.
Crossref
Crossref
Magdeleine D. N. Lew & Henk G. Schmidt. 2012. One-Day, One-Problem. One-Day, One-Problem
213
234
.
Yan Liang, Qing Wang, Yingqing Lu, Ruizhe Qian & Yiqing Yin. (2011) Using a web-based system to explore peer, self, and tutor assessment in problem-based learning tutorials. Using a web-based system to explore peer, self, and tutor assessment in problem-based learning tutorials.
Adrian Furnham. 2011. The Wiley‐Blackwell Handbook of Individual Differences. The Wiley‐Blackwell Handbook of Individual Differences
588
607
.
Adrian Furnham, Mark Batey & Neil Martin. (2011) How would you like to be evaluated? The correlates of students’ preferences for assessment methods. Personality and Individual Differences 50:2, pages 259-263.
Crossref
Crossref
Alias Bin Masek & Sulaiman Bin Yamin. (2010) Problem Based Learning: A review of the monitoring and assessment model. Problem Based Learning: A review of the monitoring and assessment model.
C. Redwood, T. Winning, D. Lekkas & G. Townsend. (2010) Improving clinical assessment: evaluating students’ ability to identify and apply clinical criteria. European Journal of Dental Education 14:3, pages 136-144.
Crossref
Crossref
Zipora Libman. (2010) Alternative assessment in higher education: An experience in descriptive statistics. Studies in Educational Evaluation 36:1-2, pages 62-68.
Crossref
Crossref
Gavin T.L. Brown, S. Earl Irving, Elizabeth R. Peterson & Gerrit H.F. Hirschfeld. (2009) Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment. Learning and Instruction 19:2, pages 97-111.
Crossref
Crossref
Chia‐Ching Lin & Chin‐Chung Tsai. (2013) The Relationships between Students' Conceptions of Learning Engineering and their Preferences for Classroom and Laboratory Learning Environments. Journal of Engineering Education 98:2, pages 193-204.
Crossref
Crossref
Gerrit H.F. Hirschfeld & Gavin T.L. Brown. (2009) Students’ Conceptions of Assessment. European Journal of Psychological Assessment 25:1, pages 30-38.
Crossref
Crossref
Filip Dochy. 2009. Assessment, Learning and Judgement in Higher Education. Assessment, Learning and Judgement in Higher Education
1
30
.
Wu-Yuin Hwang, Chin-Yu Wang, Gwo-Jen Hwang, Yueh-Min Huang & Susan Huang. (2008) A web-based programming learning environment to support cognitive development. Interacting with Computers 20:6, pages 524-534.
Crossref
Crossref
Gerard van de Watering, David Gijbels, Filip Dochy & Janine van der Rijt. (2008) Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education 56:6, pages 645-658.
Crossref
Crossref
Kirsti Hulkari & Seija Mahlamäki‐Kultanen. (2008) Reflection through web discussions: assessing nursing students' work‐based learning. Journal of Workplace Learning 20:3, pages 157-164.
Crossref
Crossref
Katrien Struyven, Filip Dochy & Steven Janssens. (2008) The Effects of Hands-On Experience On Students' Preferences for Assessment Methods. Journal of Teacher Education 59:1, pages 69-88.
Crossref
Crossref
Wichard Zwaal & Hans Otting. (2016) Hospitality Management Students' Conceptions of Education. Tourism and Hospitality Research 7:3-4, pages 256-268.
Crossref
Crossref
Menucha Birenbaum. (2007) Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education 53:6, pages 749-768.
Crossref
Crossref
Menucha Birenbaum. (2007) EVALUATING THE ASSESSMENT: SOURCES OF EVIDENCE FOR QUALITY ASSURANCE. Studies in Educational Evaluation 33:1, pages 29-49.
Crossref
Crossref
Tracey Papinczak, Louise Young & Michele Groves. (2006) Peer Assessment in Problem-Based Learning: A Qualitative Study. Advances in Health Sciences Education 12:2, pages 169-186.
Crossref
Crossref
David Gijbels, Gerard van de Watering, Filip Dochy & Piet van den Bossche. (2006) New Learning Environments and Constructivism: The Students’ Perspective. Instructional Science 34:3, pages 213-226.
Crossref
Crossref
Sari Lindblom-ylänne, Heikki Pihlajamäki & Toomas Kotkas. (2016) Self-, peer- and teacher-assessment of student essays. Active Learning in Higher Education 7:1, pages 51-62.
Crossref
Crossref
Veerle Van den Bergh, Dimitri Mortelmans, Pieter Spooren, Peter Van Petegem, David Gijbels & Gert Vanthournout. (2006) NEW ASSESSMENT MODES WITHIN PROJECT-BASED EDUCATION - THE STAKEHOLDERS. Studies in Educational Evaluation 32:4, pages 345-368.
Crossref
Crossref
Joette Stefl-Mabry, Jennifer Goodall Powers & Carol Doll. (2016) Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges. Journal of Educational Technology Systems 34:2, pages 131-153.
Crossref
Crossref
Caroline Carlisle & Tracy Ibbotson. (2005) Introducing problem-based learning into research methods teaching: Student and facilitator evaluation. Nurse Education Today 25:7, pages 527-541.
Crossref
Crossref
Jan F. H. Nijhuis, Mien S. R. Segers & Wim H. Gijselaers. (2005) Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies. Learning Environments Research 8:1, pages 67-93.
Crossref
Crossref
Jirarat Sitthiworachart & Mike Joy. (2004) Effective peer assessment for learning computer programming. ACM SIGCSE Bulletin 36:3, pages 122-126.
Crossref
Crossref
Jirarat Sitthiworachart & Mike Joy. (2004) Effective peer assessment for learning computer programming. Effective peer assessment for learning computer programming.
Sari Lindblom-Ylanne & Heikki Pihlajamaki. (2003) Can a collaborative network environment enhance essay-writing processes?. British Journal of Educational Technology 34:1, pages 17-30.
Crossref
Crossref
Katrien Struyven, Filip Dochy & Steven Janssens. 2003. Optimising New Modes of Assessment: In Search of Qualities and Standards. Optimising New Modes of Assessment: In Search of Qualities and Standards
171
223
.
Keith Topping. 2003. Optimising New Modes of Assessment: In Search of Qualities and Standards. Optimising New Modes of Assessment: In Search of Qualities and Standards
55
87
.
Ian S. Haworth & Ashley Garrill. (2006) Assessment of verbal communication in science education: A comparison of small and large classes*. Biochemistry and Molecular Biology Education 31:1, pages 24-27.
Crossref
Crossref
Ana Carvalho. (2012) The Impact of Problem-Based Learning on Transferable Skills Development: Students’ Perceptions in a Management Undergraduate Capstone Course. SSRN Electronic Journal.
Crossref
Crossref