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Melissa Barnes, Kate Lafferty & Bingqing Li. (2024) Assessing twenty-first century competencies: can students lead and facilitate the co-construction process?. Educational Review 76:4, pages 691-709.
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Juuso Henrik Nieminen. (2024) Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education 29:4, pages 841-859.
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Mariana Orozco. (2024) Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education. Assessment & Evaluation in Higher Education 49:2, pages 165-177.
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Jaci Mason & Lynne D. Roberts. (2023) Consensus moderation: the voices of expert academics. Assessment & Evaluation in Higher Education 48:7, pages 926-937.
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Lasse X Jensen, Margaret Bearman & David Boud. (2023) Characteristics of productive feedback encounters in online learning. Teaching in Higher Education 0:0, pages 1-15.
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Joanna Tai, Paige Mahoney, Rola Ajjawi, Margaret Bearman, Joanne Dargusch, Mary Dracup & Lois Harris. (2023) How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis. Assessment & Evaluation in Higher Education 48:3, pages 390-402.
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M Sofyan, Ilana Finefter-Rosenbluh & Melissa Barnes. (2023) Unpacking the ethics of care and safe learning environments in Indonesian vocational higher education settings: a contested space of power and (teaching) effectiveness. Pedagogy, Culture & Society 0:0, pages 1-20.
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Joanna Tai, Rola Ajjawi, Margaret Bearman, David Boud, Phillip Dawson & Trina Jorre de St Jorre. (2023) Assessment for inclusion: rethinking contemporary strategies in assessment design. Higher Education Research & Development 42:2, pages 483-497.
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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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M Sofyan, Melissa Barnes & Ilana Finefter-Rosenbluh. (2022) Fair assessment as an aspect of effective teaching: teachers’ and students’ perceptions of and positioning within assessment practices in Indonesian vocational higher education. Journal of Vocational Education & Training 0:0, pages 1-23.
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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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Philip Smyth & David Carless. (2021) Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars. Assessment & Evaluation in Higher Education 46:3, pages 393-406.
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Ke Zhao, Jiming Zhou & Phillip Dawson. (2021) Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges. Assessment in Education: Principles, Policy & Practice 28:2, pages 170-190.
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Sean Redmond & Joanna Tai. (2021) What’s outside the learning box? Resisting traditional forms of learning and assessment with the video essay: a dialogue between screen media & education. Media Practice and Education 22:1, pages 7-22.
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Jiming Zhou, Phillip Dawson, Joanna Hong-Meng Tai & Margaret Bearman. (2021) How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education 46:1, pages 68-79.
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Elena Cano Garcia, Laia Lluch Molins & Marc Fuertes-Alpiste. Online assessment practices during the pandemic in secondary schools in Catalonia. Technology, Pedagogy and Education 0:0, pages 1-17.
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Chahna Gonsalves. Democratising assessment rubrics for international students. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Articles from other publishers (21)
Lorelei Lingard & Chris Watling. (2024) The writer's voice repertoire: Exploring how health researchers accomplish a distinctive ‘voice’ in their writing. Medical Education 58:5, pages 523-534.
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Claire Otten, Nenagh Kemp, Vaughan Cruickshank, Louisa Peralta, Melanie Hawkins & Rose Nash. (2024) Assessing children’s health literacy: A curricular approach. Health Education Journal.
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Rafael Garcia-Ros, Maria-Arantzazu Ruescas-Nicolau, Natalia Cezón-Serrano, Cristina Flor-Rufino, Constanza San Martin-Valenzuela & M. Luz Sánchez-Sánchez. (2024) Improving assessment of procedural skills in health sciences education: a validation study of a rubrics system in neurophysiotherapy. BMC Psychology 12:1.
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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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Jacob Pearce, Neville Chiavaroli & Walter Tavares. (2023) On the use and abuse of metaphors in assessment. Advances in Health Sciences Education 28:4, pages 1333-1345.
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Margaret Bearman & Rola Ajjawi. (2023) Learning to work with the black box: Pedagogy for a world with artificial intelligence. British Journal of Educational Technology 54:5, pages 1160-1173.
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Ana María Palmar‐Santos, Cristina Oter‐Quintana, Ricardo Olmos, Azucena Pedraz‐Marcos & Juana Robledo‐Martin. (2023) A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool. Nursing Open 10:9, pages 6592-6601.
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Heidi L. Andrade. 2023. Improving Learning Through Assessment Rubrics. Improving Learning Through Assessment Rubrics
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Prachi Shah, Shelley Ross, Jill Konkin, Lillian Au & Ann Lee. (2023) Rubric invites discussions of social determinants of health. Medical Education 57:5, pages 487-487.
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Lei-Yi Peng, Le-Ying Pan, Jia Lu & Yan-Man Long. (2023) A combination of FDM, EWM, and GRA to measure performance in higher vocational college: An empirical case from China. Heliyon 9:2, pages e13134.
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Angelito Calma, Valeria Cotronei-Baird & Austin Chia. (2022) Grammarly: An instructional intervention for writing enhancement in management education. The International Journal of Management Education 20:3, pages 100704.
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Chunxiu He, Jiayan Zeng & Jianlin Chen. (2022) Students' motivation for rubric use in the EFL classroom assessment environment. Frontiers in Psychology 13.
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Liam McCarthy, Hans Vangrunderbeek & David Piggott. (2022) Principles of Good Assessment Practice in Coach Education: An Initial Proposal. International Sport Coaching Journal 9:2, pages 252-262.
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Xin-Hong Xu, Lei Ye, Yu Pei, Lin Zhao & Jing-Jing Wang. (2022) Research on the Comprehensive Evaluation of the Higher Education System Based on FCE and ARMA Models. Complexity 2022, pages 1-15.
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Deborah Heck. 2022. Assessment in Geographical Education: An International Perspective. Assessment in Geographical Education: An International Perspective
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Sávio Resende Guadelupe, Danilo Pestana Freitas, Paulo Victor Rodrigues De Carvalho & Alessandro Jatobá. (2021) Monitoring Student Performance Through an Agile Project-Based Assessment Strategy for Distance Higher Education. International Journal of Distance Education Technologies 19:4, pages 23-36.
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Rafael García-Ros, Maria-Arantzazu Ruescas-Nicolau, Natalia Cezón-Serrano, Juan J. Carrasco, Sofía Pérez-Alenda, Clara Sastre-Arbona, Constanza San Martín-Valenzuela, Cristina Flor-Rufino & Maria Luz Sánchez-Sánchez. (2021) Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction. International Journal of Environmental Research and Public Health 18:9, pages 4957.
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Jessica Essary, Jenna DeRosa & Dizery Salim. 2021. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education
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Margaret Bearman. 2021. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education
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Jan Elen. (2020) “Instructional disobedience”: a largely neglected phenomenon deserving more systematic research attention. Educational Technology Research and Development 68:5, pages 2021-2032.
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