Citations (93)
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Bianka Malecka & David Boud. (2023) Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education 28:7, pages 1761-1776.
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Jibo He, Xiang Zheng, Mingchun Liu, Yu Du, Guanglin Liu, Jingmeng Cui & Yanjie Su. (2022) Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors. Assessment & Evaluation in Higher Education 47:8, pages 1401-1415.
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Yueting Xu & Xuyan Qiu. (2022) Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation. Teaching in Higher Education 27:7, pages 841-858.
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Karen Olave-Encina. (2022) Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education 26:5, pages 466-479.
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Eleanor Hawe, Helen Dixon, Jill Murray & Sandra Chandler. (2021) Using rubrics and exemplars to develop students’ evaluative and productive knowledge and skill. Journal of Further and Higher Education 45:8, pages 1033-1047.
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Abbas Mehrabi Boshrabadi & M. Reza Hosseini. (2021) Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective. Assessment & Evaluation in Higher Education 46:6, pages 913-927.
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Zhengdong Gan, Guangwei Hu, Wenjiao Wang, Honghan Nang & Zhujun An. (2021) Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education 46:5, pages 740-755.
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Trina Jorre de St Jorre, David Boud & Elizabeth D. Johnson. (2021) Assessment for distinctiveness: recognising diversity of accomplishments. Studies in Higher Education 46:7, pages 1371-1382.
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Berry M. O’Donovan, Birgit den Outer, Margaret Price & Andy Lloyd. (2021) What makes good feedback good?. Studies in Higher Education 46:2, pages 318-329.
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Claire Wyatt-Smith, Stephen Humphry, Lenore Adie & Peta Colbert. (2020) The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education: Principles, Policy & Practice 27:1, pages 65-86.
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W. Brian Whalley. (2019) Towards institutional ‘quality education’ policies in higher education: a schema for their implementation. Quality in Higher Education 25:3, pages 340-358.
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E. Hawe, U. Lightfoot & H. Dixon. (2019) First-year students working with exemplars: promoting self-efficacy, self-monitoring and self-regulation. Journal of Further and Higher Education 43:1, pages 30-44.
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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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Ido Millet. (2018) The relationship between grading leniency and grading reliability. Studies in Higher Education 43:9, pages 1524-1535.
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Laetitia Cassells. (2018) The effectiveness of early identification of ‘at risk’ students in higher education institutions. Assessment & Evaluation in Higher Education 43:4, pages 515-526.
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Eleanor Hawe & Helen Dixon. (2017) Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education 42:8, pages 1181-1192.
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Ray Bachan. (2017) Grade inflation in UK higher education. Studies in Higher Education 42:8, pages 1580-1600.
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D. Royce Sadler. (2017) Academic achievement standards and quality assurance. Quality in Higher Education 23:2, pages 81-99.
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Bruce Macfarlane. (2016) The performative turn in the assessment of student learning: a rights perspective. Teaching in Higher Education 21:7, pages 839-853.
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D. Royce Sadler. (2016) Three in-course assessment reforms to improve higher education learning outcomes. Assessment & Evaluation in Higher Education 41:7, pages 1081-1099.
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W. Brian Whalley. (2016) Evaluating student assessments: the use of optimal foraging theory. Assessment & Evaluation in Higher Education 41:2, pages 183-198.
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Peter Grainger & Katie Weir. (2016) An alternative grading tool for enhancing assessment practice and quality assurance in higher education. Innovations in Education and Teaching International 53:1, pages 73-83.
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Kelly R. Schutz, Brent M. Drake, Janet Lessner & Gail F. Hughes. (2015) A Comparison of Community College Full-Time and Adjunct Faculties' Perceptions of Factors Associated With Grade Inflation. The Journal of Continuing Higher Education 63:3, pages 180-192.
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Matthew Bamber. (2015) The impact on stakeholder confidence of increased transparency in the examination assessment process. Assessment & Evaluation in Higher Education 40:4, pages 471-487.
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Thuy T. Vu & Gloria Dall’Alba. (2014) Authentic Assessment for Student Learning: An ontological conceptualisation. Educational Philosophy and Theory 46:7, pages 778-791.
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Kim Watty, Mark Freeman, Bryan Howieson, Phil Hancock, Brendan O’Connell, Paul de Lange & Anne Abraham. (2014) Social moderation, assessment and assuring standards for accounting graduates. Assessment & Evaluation in Higher Education 39:4, pages 461-478.
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Jason M. Lodge & Agnes Bonsanquet. (2014) Evaluating quality learning in higher education: re-examining the evidence. Quality in Higher Education 20:1, pages 3-23.
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Karen Handley, Birgit den Outer & Margaret Price. (2013) Learning to mark: exemplars, dialogue and participation in assessment communities. Higher Education Research & Development 32:6, pages 888-900.
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Amani Bell, Rosina Mladenovic & Margaret Price. (2013) Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education 38:7, pages 769-788.
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Graham
D. Hendry & Judy Anderson. (2013) Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes. Assessment & Evaluation in Higher Education 38:6, pages 754-768.
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Iris Vardi. (2013) Effectively feeding forward from one written assessment task to the next. Assessment & Evaluation in Higher Education 38:5, pages 599-610.
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Royce Sadler. (2013) Assuring academic achievement standards: from moderation to calibration. Assessment in Education: Principles, Policy & Practice 20:1, pages 5-19.
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D. Royce Sadler. (2012) Assessment, evaluation and quality assurance: Implications for integrity in reporting academic achievement in higher education. Education Inquiry 3:2, pages 201-216.
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Ding
Hooi Ting & Christina
Kwai Choi Lee. (2012) Understanding students’ choice of electives and its implications. Studies in Higher Education 37:3, pages 309-325.
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Lenore
Ellen Adie, Valentina Klenowski & Claire Wyatt-Smith. (2012) Towards an understanding of teacher judgement in the context of social moderation. Educational Review 64:2, pages 223-240.
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D. Royce Sadler. (2011) Academic freedom, achievement standards and professional identity. Quality in Higher Education 17:1, pages 85-100.
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RuthF.G. Williams & D.P. Doessel. (2010) Psychiatry interacts with contemporary Western views: the DSM‐III innovation and its adverse effects. Prometheus 28:3, pages 245-266.
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Claire Wyatt‐Smith, Lenore Adie & Lois Harris. (2024) Supporting teacher judgement and decision‐making: Using focused analysis to help teachers see students, learning, and quality in assessment data. British Educational Research Journal.
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Stephen Humphry, Lenore Adie, Carolyn Maxwell & Sonia Sappl. (2023) Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing. Frontiers in Education 8.
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Tessa Fulton, Kerry Myatt, Garry W Kirwan, Courtney R Clark & Megan Dalton. (2023) Rating of physiotherapy student clinical performance in a paediatric setting: are assessors consistent in their rating of a simulated clinical student performance?. BMC Medical Education 23:1.
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