Citations (60)
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Margaret Blackie & Kathy Luckett. (2022) Building knowledge for higher education: engaging with the legacy of Suellen Shay. Teaching in Higher Education 27:8, pages 953-961.
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Jack Walton & Karin Wolff. (2022) Extending Shay’s double truth: toward a nuanced view of subjectivity and objectivity in assessment practices. Teaching in Higher Education 27:8, pages 1120-1135.
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Chrissie Boughey. (2022) Not there yet: knowledge building in educational development ten years on. Teaching in Higher Education 27:8, pages 992-1004.
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Paul Ashwin. (2022) Understanding educational development in terms of the collective creation of socially-just curricula. Teaching in Higher Education 27:8, pages 979-991.
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Jennifer M. Case & Delia Marshall. (2022) Knowledge-building in higher education research: analysing the work of a South African scholar, Suellen Shay. Teaching in Higher Education 27:8, pages 962-978.
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Deborah Chetcuti, Joseph Cacciottolo & Nicholas Vella. (2022) What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines. Assessment & Evaluation in Higher Education 47:8, pages 1358-1373.
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Liang Liao. (2022) Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment. Teaching in Higher Education 0:0, pages 1-16.
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Rola Ajjawi, Margaret Bearman & David Boud. (2021) Performing standards: a critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education 26:5, pages 728-741.
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Rita Nadas, Irenka Suto & Rebecca Grayson. (2021) Analyse, evaluate, review, synthesise, and argue: why teacher-assessors’ interpretations of command words matter. Educational Research 63:3, pages 357-377.
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Richard McQuade, Simon Kometa, Jeremy Brown, Debra Bevitt & Judith Hall. (2020) Research project assessments and supervisor marking: maintaining academic rigour through robust reconciliation processes. Assessment & Evaluation in Higher Education 45:8, pages 1181-1191.
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John Batten, Tansy Jessop & Phil Birch. (2019) Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire. Assessment & Evaluation in Higher Education 44:2, pages 309-320.
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Nicola Reimann & Linda Allin. (2018) Engaging the wider academic community in a postgraduate certificate in academic practice: the issue of standards. International Journal for Academic Development 23:4, pages 286-297.
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J. D. Snowball & S. McKenna. (2017) Student-generated content: an approach to harnessing the power of diversity in higher education. Teaching in Higher Education 22:5, pages 604-618.
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Jane Hudson, Sue Bloxham, Birgit den Outer & Margaret Price. (2017) Conceptual acrobatics: talking about assessment standards in the transparency era. Studies in Higher Education 42:7, pages 1309-1323.
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Chrissie Boughey & Sioux McKenna. (2017) Analysing an audit cycle: a critical realist account. Studies in Higher Education 42:6, pages 963-975.
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Dina Zoe Belluigi. (2017) The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice. Discourse: Studies in the Cultural Politics of Education 38:2, pages 209-221.
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Vidar Gynnild. (2016) Assessing vocal performances using analytical assessment: a case study. Music Education Research 18:2, pages 224-238.
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Sue Bloxham, Birgit den-Outer, Jane Hudson & Margaret Price. (2016) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education 41:3, pages 466-481.
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Sally Roisin O'Hagan & Gillian Wigglesworth. (2015) Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context. Studies in Higher Education 40:9, pages 1729-1747.
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Sue Bloxham & Margaret Price. (2015) External examining: fit for purpose?. Studies in Higher Education 40:2, pages 195-211.
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Ian P. Herbert, John Joyce & Trevor Hassall. (2014) Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability. Accounting Education 23:6, pages 542-561.
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Birgit den Outer, Karen Handley & Margaret Price. (2013) Situational analysis and mapping for use in education research: a reflexive methodology?. Studies in Higher Education 38:10, pages 1504-1521.
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Sue Annetts, Una Jones & Robert van Deursen. (2013) An innovative review of an undergraduate dissertation double marking policy. Innovations in Education and Teaching International 50:3, pages 308-317.
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Monica McLean, Andrea Abbas & Paul Ashwin. (2013) The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education. British Journal of Sociology of Education 34:2, pages 262-280.
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Martin Johnson & Stuart Shaw. (2012) Interpreting examiners' annotations on examination papers: a sociocultural analysis. Irish Educational Studies 31:4, pages 467-485.
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Sue Bloxham & Pete Boyd. (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal 38:4, pages 615-634.
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Sue Bloxham. (2012) ‘You can see the quality in front of your eyes’: grounding academic standards between rationality and interpretation. Quality in Higher Education 18:2, pages 185-204.
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Abel Nyamapfene. (2012) Involving supervisors in assessing undergraduate student projects: is double marking robust?. Engineering Education 7:1, pages 40-47.
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Teresa McConlogue. (2012) But is it fair? Developing students’ understanding of grading complex written work through peer assessment. Assessment & Evaluation in Higher Education 37:1, pages 113-123.
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Sue Bloxham, Peter Boyd & Susan Orr. (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education 36:6, pages 655-670.
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Jonathan Tummons. (2011) ‘It sort of feels uncomfortable’: problematising the assessment of reflective practice. Studies in Higher Education 36:4, pages 471-483.
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Mary Ashworth, Sue Bloxham & Leonie Pearce. (2010) Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics' frameworks for assessment. Studies in Higher Education 35:2, pages 209-223.
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Ellen Hurst. (2010) The identity reflected in the assessment criteria for a professional Honours degree thesis. African Journal of Research in Mathematics, Science and Technology Education 14:2, pages 71-84.
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Dina Zoe Belluigi. (2009) Exploring the discourses around ‘creativity’ and ‘critical thinking’ in a South African creative arts curriculum. Studies in Higher Education 34:6, pages 699-717.
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D. Royce Sadler. (2009) Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education 34:2, pages 159-179.
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Pau López & Josep Gallifa. (2008) Improving Cognitive Complexity via Seminar Methodology in Higher Education. Higher Education in Europe 33:4, pages 471-482.
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Suellen Shay. (2008) Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education 13:5, pages 595-605.
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Suellen Shay. (2008) Assessment at the boundaries: service learning as case study. British Educational Research Journal 34:4, pages 525-540.
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Martin Johnson. (2008) Exploring assessor consistency in a Health and Social Care qualification using a sociocultural perspective. Journal of Vocational Education & Training 60:2, pages 173-187.
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Susan Orr. (2007) Assessment moderation: constructing the marks and constructing the students. Assessment & Evaluation in Higher Education 32:6, pages 645-656.
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Articles from other publishers (20)
Michela Gronchi. (2023) Language assessment in EMI: unravelling the implicit-explicit dichotomy. Educational Linguistics 0:0.
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Juuso Henrik Nieminen & Laura Ketonen. (2023) Epistemic agency: a link between assessment, knowledge and society. Higher Education.
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Justin L. Lapp, Andrew Goupee & Wilhelm A. Friess. (2023) A Case Study on the Administrative Impacts of Different Engineering Capstone Teaching Modalities. Education Sciences 13:10, pages 1049.
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Ya-Ping (Amy) Hsiao, Gerard van de Watering, Marthe Heitbrink, Helma Vlas & Mei-Shiu Chiu. (2023) Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university. Higher Education Evaluation and Development.
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Iasonas Lamprianou, Dina Tsagari & Nansia Kyriakou. (2023) Experienced but detached from reality: Theorizing and operationalizing the relationship between experience and rater effects. Assessing Writing 56, pages 100713.
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Deepanjana Varshney. 2021. The Role of External Examining in Higher Education: Challenges and Best Practices. The Role of External Examining in Higher Education: Challenges and Best Practices
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Enakshi Sengupta, Patrick Blessinger, Andrew Ssemwanga & Barbara Cozza. 2021. The Role of External Examining in Higher Education: Challenges and Best Practices. The Role of External Examining in Higher Education: Challenges and Best Practices
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César Domínguez, Arturo Jaime, Francisco J. García-Izquierdo & Juan J. Olarte. (2020) Factors Considered in the Assessment of Computer Science Engineering Capstone Projects and Their Influence on Discrepancies Between Assessors. ACM Transactions on Computing Education 20:2, pages 1-23.
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Sabrina LiccardoSabrina Liccardo. 2020. Psychosocial Pathways Towards Reinventing the South African University. Psychosocial Pathways Towards Reinventing the South African University
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Heidi A. Diefes-Dux & Adam R. Cardberry. (2019) Cases of Student Reflection within a Course Using Standards-Based Grading. Cases of Student Reflection within a Course Using Standards-Based Grading.
Marije Lesterhuis, San Verhavert, Liesje Coertjens, Vincent Donche & Sven De Maeyer. 2017. Innovative Practices for Higher Education Assessment and Measurement. Innovative Practices for Higher Education Assessment and Measurement
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Jonathan Tummons. 2014. Theory and Method in Higher Education Research II. Theory and Method in Higher Education Research II
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Pete Boyd & Sue Bloxham. (2014) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal 40:2, pages 337-352.
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Adam R. Carberry, Matthew T. Siniawski & John David N. Dionisio. (2012) Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors. Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors.
Susan Orr. (2011) ‘Being an artist you kind of, I mean, you get used to excellence’: Identity, Values and Fine Art Assessment Practices. International Journal of Art & Design Education 30:1, pages 37-44.
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Susan Orr. (2010) We kind of try to merge our own experience with the objectivity of the criteria: The role of connoisseurship and tacit practice in undergraduate fine art assessment. Art, Design & Communication in Higher Education 9:1, pages 5-19.
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Peter Knight & Mantz Yorke. (2008) Assessment close up: The limits of exquisite descriptions of achievement. International Journal of Educational Research 47:3, pages 175-183.
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Suellen Shay. (2008) Researching assessment as social practice: Implications for research methodology. International Journal of Educational Research 47:3, pages 159-164.
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Paul Ashwin. (2008) Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education. International Journal of Educational Research 47:3, pages 151-158.
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Lynda Vogel. (2007) Willingness and Its Relevance to Nursing. Advances in Nursing Science 30:3, pages E73-E83.
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