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Orly Haim. (2024) Exploring perceived multilingual proficiency among immigrant youth with different arrival ages in the destination country. Journal of Multilingual and Multicultural Development 45:2, pages 161-181.
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Ji-Ping Jiang, Jin-Yan Hu, Yi-Bing Zhang & Xiao-Cui Yin. (2023) Fostering college students’ critical thinking skills through peer assessment in the knowledge building community. Interactive Learning Environments 31:10, pages 6480-6496.
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Ernesto Panadero, Maryam Alqassab, Javier Fernández Ruiz & Jose Carlos Ocampo. (2023) A systematic review on peer assessment: intrapersonal and interpersonal factors. Assessment & Evaluation in Higher Education 48:8, pages 1053-1075.
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Ernesto Panadero, Daniel García-Pérez, Javier Fernández Ruiz, Juan Fraile, Iván Sánchez-Iglesias & Gavin T. L. Brown. (2023) Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback. Educational Psychology 43:7, pages 756-779.
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Wing Shui Ng & Guoxing Yu. (2023) Students’ attitude to peer assessment process: a critical factor for success. Interactive Learning Environments 31:5, pages 2967-2985.
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Javier Fernández Ruiz & Ernesto Panadero. (2023) Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content. Assessment & Evaluation in Higher Education 48:4, pages 485-501.
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K. J. Hanley. (2023) Group allocation based on peer feedback. European Journal of Engineering Education 48:2, pages 284-299.
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Marjan Ebadijalal & Nouroddin Yousofi. (2023) The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?. The Language Learning Journal 51:1, pages 112-130.
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Choo Mui Cheong, Na Luo, Xinhua Zhu, Qi Lu & Wei Wei. (2023) Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education 48:1, pages 135-148.
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Zi Yan, Xiang Wang, David Boud & Hongling Lao. (2023) The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education 48:1, pages 1-15.
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Mohammad Hossein Arefian. (2022) Perceptions of self-assessment literacy and self-directed reflection during online learning for Iranian EFL student teachers. Reflective Practice 23:6, pages 623-634.
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Michael P. A. Murphy. (2022) Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning. Journal of Political Science Education 18:4, pages 511-522.
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Jeanette Carlsson Hauff & Jonas Nilsson. (2022) Students’ experience of making and receiving peer assessment: the effect of self-assessed knowledge and trust. Assessment & Evaluation in Higher Education 47:6, pages 959-971.
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Jonathan G. Halls, Carmen Tomás, John S. Owen & Kamel Hawwash. (2022) Mapping out the landscape of literature on assessment in engineering education. European Journal of Engineering Education 47:3, pages 373-393.
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M. C. Iglesias Pérez, J. Vidal-Puga & M. R. Pino Juste. (2022) The role of self and peer assessment in Higher Education. Studies in Higher Education 47:3, pages 683-692.
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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.
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Cat Pausé & Elizabeth M. McCarroll. (2022) Tumbling through tertiary education: an investigation of the use of Tumblr within a child development course. Interactive Learning Environments 30:1, pages 49-57.
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Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega & Lee Woodham Langub. (2021) Learner perceptions: gauging the effectiveness of instructional strategies implemented in one university’s inaugural MOOC. Open Learning: The Journal of Open, Distance and e-Learning 0:0, pages 1-20.
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Karin Barac, Marina Kirstein & Rolien Kunz. (2021) Using peer review to develop professional competencies: an Ubuntu perspective. Accounting Education 30:6, pages 551-577.
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Kristen Nielsen. (2021) Peer and self-assessment practices for writing across the curriculum: learner-differentiated effects on writing achievement. Educational Review 73:6, pages 753-774.
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Milan Stančić. (2021) Peer assessment as a learning and self-assessment tool: a look inside the black box. Assessment & Evaluation in Higher Education 46:6, pages 852-864.
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Panagiotis Arsenis & Miguel Flores. (2021) Confidence and gender differences within a work-integrated learning programme: evidence from a UK higher education institution. Higher Education Research & Development 40:5, pages 947-963.
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Meina Zhu. (2021) Enhancing MOOC learners’ skills for self-directed learning. Distance Education 42:3, pages 441-460.
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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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Lesley J. Morrell. (2021) Iterated assessment and feedback improves student outcomes. Studies in Higher Education 46:3, pages 485-496.
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HyunKyung Lee & Carolyn Mori. (2021) Reflective practices and self-directed learning competencies in second language university classes. Asia Pacific Journal of Education 41:1, pages 130-151.
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Danny Carroll. (2020) Observations of student accuracy in criteria-based self-assessment. Assessment & Evaluation in Higher Education 45:8, pages 1088-1105.
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Ernesto Panadero, Javier Fernández-Ruiz & Iván Sánchez-Iglesias. (2020) Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policy & Practice 27:6, pages 607-634.
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Stephen Merry & Paul Orsmond. (2020) Peer assessment: the role of relational learning through communities of practice. Studies in Higher Education 45:7, pages 1312-1322.
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Trang Phan & Meina Zhu. (2020) Professional development journey in MOOCs by pre- and in-service teachers. Educational Media International 57:2, pages 148-166.
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Hongli Li, Yao Xiong, Charles Vincent Hunter, Xiuyan Guo & Rurik Tywoniw. (2020) Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education 45:2, pages 193-211.
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Angela Melville. (2020) “The Group Must Come First Next Time”: Students’ Self-Assessment of Groupwork in a First-Year Criminal Justice Topic. Journal of Criminal Justice Education 31:1, pages 82-99.
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Ernesto Panadero & Maryam Alqassab. (2019) An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education 44:8, pages 1253-1278.
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Victoria Quesada, Miguel Ángel Gómez Ruiz, Maria Beatriz Gallego Noche & Jaione Cubero-Ibáñez. (2019) Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives. Assessment & Evaluation in Higher Education 44:7, pages 987-1002.
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Dominique-Esther Seroussi, Rakefet Sharon, Yehuda Peled & Yosi Yaffe. (2019) Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training. Cambridge Journal of Education 49:5, pages 655-671.
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Jessica To & Ernesto Panadero. (2019) Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment & Evaluation in Higher Education 44:6, pages 920-932.
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Bart Huisman, Nadira Saab, Paul van den Broek & Jan van Driel. (2019) The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis. Assessment & Evaluation in Higher Education 44:6, pages 863-880.
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Lan Li. (2019) Using game-based training to improve students’ assessment skills and intrinsic motivation in peer assessment. Innovations in Education and Teaching International 56:4, pages 423-433.
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Hilary J. Hamnett & Amanda E. McKie. (2019) Developing a procedure for learning and assessing peer review in a forensic science programme. Assessment & Evaluation in Higher Education 44:5, pages 787-798.
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Wichard Zwaal. (2019) Assessment for problem-based learning. Research in Hospitality Management 9:2, pages 77-82.
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Anne F. Van Loon. (2019) Learning by doing: enhancing hydrology lectures with individual fieldwork projects. Journal of Geography in Higher Education 43:2, pages 155-180.
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Jacqueline Christensen, Jennifer L. Harrison, Janice Hollindale & Kayleen Wood. (2019) Implementing team-based learning (TBL) in accounting courses. Accounting Education 28:2, pages 195-219.
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Cigdem Sahin-Taskin. (2018) Effects of active learning environments supported with self- and peer assessment on pre-service teachers’ pedagogical and self-efficacy beliefs. Asia-Pacific Journal of Teacher Education 46:5, pages 421-440.
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Thomas Wanner & Edward Palmer. (2018) Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education 43:7, pages 1032-1047.
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Trang Nguyen & Kirk A. Foster. (2018) Research Note—Multiple Time Point Course Evaluation and Student Learning Outcomes in an MSW Course. Journal of Social Work Education 54:4, pages 715-723.
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Vincent Hoogerheide, Marleen Vink, Bridgid Finn, An K. Raes & Fred Paas. (2018) How to bring the news … peak-end effects in children’s affective responses to peer assessments of their social behavior. Cognition and Emotion 32:5, pages 1114-1121.
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Sandi Tait-McCutcheon & Bernadette Knewstubb. (2018) Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education 43:5, pages 772-785.
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Alicia Bolívar-Cruz, Domingo Verano-Tacoronte & Inmaculada Galván-Sánchez. (2018) Do self-efficacy, incentives and confidence in public speaking influence how students self-assess? / ¿Influyen la autoeficacia, los incentivos y la confianza para hablar en público en cómo se autoevalúan los estudiantes?. Culture and Education 30:3, pages 528-555.
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Chie Adachi, Joanna Tai & Phillip Dawson. (2018) A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research & Development 37:3, pages 453-467.
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John Orwat, Shveta Kumaria, Marcia Spira, Lynn Boyle & Amanda Besinger. (2018) Class participation as a pedagogical tool in social work education. Social Work Education 37:3, pages 361-377.
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Marieke Thurlings & Perry den Brok. (2018) Student teachers’ and in-service teachers’ peer learning: a realist synthesis. Educational Research and Evaluation 24:1-2, pages 13-50.
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Luis R. Murillo-Zamorano & Manuel Montanero. (2018) Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education 43:1, pages 138-150.
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Althea ArchMiller, John Fieberg, J.D. Walker & Noah Holm. (2017) Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists. Assessment & Evaluation in Higher Education 42:8, pages 1208-1220.
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Stan van Ginkel, Judith Gulikers, Harm Biemans & Martin Mulder. (2017) The impact of the feedback source on developing oral presentation competence. Studies in Higher Education 42:9, pages 1671-1685.
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Stan van Ginkel, Judith Gulikers, Harm Biemans & Martin Mulder. (2017) Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?. Assessment & Evaluation in Higher Education 42:6, pages 953-966.
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James Thompson, Don Houston, Kathryn Dansie, Timothy Rayner, Timothy Pointon, Simon Pope, Anthea Cayetano, Brad Mitchell & Hugh Grantham. (2017) Student & tutor consensus: a partnership in assessment for learning. Assessment & Evaluation in Higher Education 42:6, pages 942-952.
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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.
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Soledad Torres-Guijarro & Mercedes Bengoechea. (2017) Gender differential in self-assessment: a fact neglected in higher education peer and self-assessment techniques. Higher Education Research & Development 36:5, pages 1072-1084.
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Juliane Noveanu, Felix Amsler, Wolfgang Ummenhofer, Thomas von Wyl & Mathias Zuercher. (2017) Assessment of Simulated Emergency Scenarios: Are Trained Observers Necessary?. Prehospital Emergency Care 21:4, pages 511-524.
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Amrita Kaur, Mohammad Noman & Hasniza Nordin. (2017) Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education 42:5, pages 756-771.
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Rishad Khan, Michael W. C. Payne & Saad Chahine. (2017) Peer assessment in the objective structured clinical examination: A scoping review. Medical Teacher 39:7, pages 745-756.
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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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G. W. Scott. (2017) Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies 2:1, pages 1-13.
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Kenneth L. Rigler, Lorie Cook-Benjamin, Regi Wieland & Carrie Tholstrup. (2016) The inclusion of self-assessment in merit evaluation. Cogent Education 3:1.
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Brent Carnell. (2016) Aiming for autonomy: formative peer assessment in a final-year undergraduate course. Assessment & Evaluation in Higher Education 41:8, pages 1269-1283.
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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.
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Stephanie Odom & Richard C. Helfers. (2016) Improving Criminal Justice Students’ Writing Outcomes Through Systematic Writing Instruction. Journal of Criminal Justice Education 27:4, pages 549-566.
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Lan Li & Fei Gao. (2016) The effect of peer assessment on project performance of students at different learning levels. Assessment & Evaluation in Higher Education 41:6, pages 885-900.
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Sean Kearney, Timothy Perkins & Shannon Kennedy-Clark. (2016) Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model. Assessment & Evaluation in Higher Education 41:6, pages 840-853.
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Genevieve Simpson & Julian Clifton. (2016) Assessing postgraduate student perceptions and measures of learning in a peer review feedback process. Assessment & Evaluation in Higher Education 41:4, pages 501-514.
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Iain Drummond, Gauhar Sheikh, Janet Skinner & Morwenna Wood. (2016) Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students’ non-technical skills. Medical Teacher 38:5, pages 510-514.
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Giulia Ortoleva & Mireille Bétrancourt. (2016) Supporting productive collaboration in a computer-supported instructional activity: peer-feedback on critical incidents in health care education. Journal of Vocational Education & Training 68:2, pages 178-197.
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Daniel Reinholz. (2016) The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education 41:2, pages 301-315.
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Karen Murphy & Shane Barry. (2016) Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education 41:2, pages 213-227.
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Tina Rapke. (2016) A process of students and their instructor developing a final closed-book mathematics exam. Research in Mathematics Education 18:1, pages 27-42.
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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.
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V. Quesada-Serra, G. Rodríguez-Gómez & M.S. Ibarra-Sáiz. (2016) What are we missing? Spanish lecturers’ perceptions of their assessment practices. Innovations in Education and Teaching International 53:1, pages 48-59.
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Parviz Birjandi & Masood Siyyari. (2016) Agreeableness and Conscientiousness as predictors of university students’ self/peer-assessment rating error. Irish Educational Studies 35:1, pages 117-135.
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Richard Tucker & Neda Abbasi. (2015) The architecture of teamwork: examining relationships between teaching, assessment, student learning and satisfaction with creative design outcomes. Architectural Engineering and Design Management 11:6, pages 405-422.
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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.
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Jennifer Cumming, Charlotte Woodcock, Sam J. Cooley, Mark J.G. Holland & Victoria E. Burns. (2015) Development and validation of the groupwork skills questionnaire (GSQ) for higher education. Assessment & Evaluation in Higher Education 40:7, pages 988-1001.
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Jennifer L. Green & Erin E. Blankenship. (2015) Fostering Conceptual Understanding in Mathematical Statistics. The American Statistician 69:4, pages 315-325.
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Scott Ashton & Randall S. Davies. (2015) Using scaffolded rubrics to improve peer assessment in a MOOC writing course. Distance Education 36:3, pages 312-334.
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Tom Rosman, Anne-Kathrin Mayer & Günter Krampen. (2015) Combining self-assessments and achievement tests in information literacy assessment: empirical results and recommendations for practice. Assessment & Evaluation in Higher Education 40:5, pages 740-754.
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Vahid Aryadoust. (2015) Self- and Peer Assessments of Oral Presentations by First-Year University Students. Educational Assessment 20:3, pages 199-225.
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Lois R. Harris, Gavin T.L. Brown & Jennifer A. Harnett. (2015) Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education: Principles, Policy & Practice 22:2, pages 265-281.
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David Boud, Romy Lawson & Darrall G. Thompson. (2015) The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development 34:1, pages 45-59.
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Annelies Raes, Ellen Vanderhoven & Tammy Schellens. (2015) Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education. Studies in Higher Education 40:1, pages 178-193.
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Ian Jones & Lara Alcock. (2014) Peer assessment without assessment criteria. Studies in Higher Education 39:10, pages 1774-1787.
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Jane McDonnell & Will Curtis. (2014) Making space for democracy through assessment and feedback in higher education: thoughts from an action research project in education studies. Assessment & Evaluation in Higher Education 39:8, pages 932-948.
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Martin Barker & Michelle Pinard. (2014) Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments. Assessment & Evaluation in Higher Education 39:8, pages 899-915.
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David M. Birch & Bart Rienties. (2014) Effectiveness of UK and international A-level assessment in predicting performance in engineering. Innovations in Education and Teaching International 51:6, pages 642-652.
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Beth J. Patton & Melissa Marty-Snyder. (2014) Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences. Strategies 27:6, pages 25-31.
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Ernesto Panadero & Filip Dochy. (2014) Student self-assessment: assessment, learning and empowerment. Assessment & Evaluation in Higher Education 39:7, pages 895-897.
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Ernesto Panadero, Gavin Brown & Matthew Courtney. (2014) Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice 21:4, pages 365-383.
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Timothy J. Mavin & Michael-Wolff Roth. (2014) Between reflection on practice and the practice of reflection: a case study from aviation. Reflective Practice 15:5, pages 651-665.
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Ding Ding Tee & Pervaiz K. Ahmed. (2014) 360 degree feedback: an integrative framework for learning and assessment. Teaching in Higher Education 19:6, pages 579-591.
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Raoul Mulder, Chi Baik, Ryan Naylor & Jon Pearce. (2014) How does student peer review influence perceptions, engagement and academic outcomes? A case study. Assessment & Evaluation in Higher Education 39:6, pages 657-677.
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Regina Belski & Iouri Belski. (2014) Cultivating student skills in self-regulated learning through evaluation of task complexity. Teaching in Higher Education 19:5, pages 459-469.
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Anna Planas Lladó, Lídia Feliu Soley, Rosa Maria Fraguell Sansbelló, Gerard Arbat Pujolras, Joan Pujol Planella, Núria Roura-Pascual, Joan Josep Suñol Martínez & Lino Montoro Moreno. (2014) Student perceptions of peer assessment: an interdisciplinary study. Assessment & Evaluation in Higher Education 39:5, pages 592-610.
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Lesley J. Morrell. (2014) Use of Feed-forward Mechanisms in a Novel Research-led Module. Bioscience Education 22:1, pages 70-81.
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Twan Huybers. (2014) Student evaluation of teaching: the use of best–worst scaling. Assessment & Evaluation in Higher Education 39:4, pages 496-513.
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Omaima A. G. Hassan, Alison Fox & Gwen Hannah. (2014) Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline. Accounting Education 23:3, pages 225-243.
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Krista Court. (2014) Tutor feedback on draft essays: developing students’ academic writing and subject knowledge. Journal of Further and Higher Education 38:3, pages 327-345.
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Ernesto Panadero & Margarida Romero. (2014) To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice 21:2, pages 133-148.
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Xiongyi Liu & Lan Li. (2014) Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education 39:3, pages 275-292.
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Denise Jackson. (2014) Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings. Assessment & Evaluation in Higher Education 39:1, pages 53-72.
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Toby Schonfeld, Cory Labrecque & Hugh Stoddard. (2014) Connecting Certification and Education. The American Journal of Bioethics 14:1, pages 18-19.
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Samantha Sin & Nicholas McGuigan. (2013) Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment. Accounting Education 22:6, pages 522-543.
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David Boud, Romy Lawson & Darrall G. Thompson. (2013) Does student engagement in self-assessment calibrate their judgement over time?. Assessment & Evaluation in Higher Education 38:8, pages 941-956.
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Sally Brown. (2013) The 20 books that influenced educational developers’ thinking in the last 20 years: opinion piece. Innovations in Education and Teaching International 50:4, pages 321-330.
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Fhatuwani J. Mundalamo & Thomas D.T. Sedumedi. (2013) A Mutual Peer-To-Peer Assessment on Pre-Service Teaching Practicum. Journal of Social Sciences 37:2, pages 197-208.
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Sean Kearney. (2013) Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education 38:7, pages 875-891.
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J.C. Kamphorst, W.H.A. Hofman, E.P.W.A. Jansen & C. Terlouw. (2013) The relationship between perceived competence and earned credits in competence-based higher education. Assessment & Evaluation in Higher Education 38:6, pages 646-661.
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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.
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Greet
M.J. Fastré, Marcel
R. van der Klink, Dominique Sluijsmans & Jeroen
J.G. van Merriënboer. (2013) Towards an integrated model for developing sustainable assessment skills. Assessment & Evaluation in Higher Education 38:5, pages 611-630.
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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.
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Lynne Grant & Yonah H. Matemba. (2013) Problems of assessment in religious and moral education: the Scottish case. Journal of Beliefs & Values 34:1, pages 1-13.
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Marie Wahlgren & Anders Ahlberg. (2013) Monitoring and stimulating development of integrated professional skills in university study programmes. European Journal of Higher Education 3:1, pages 62-73.
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Yochie Wolffensperger & Dorit Patkin. (2013) Self-assessment of self-assessment in a process of co-teaching. Assessment & Evaluation in Higher Education 38:1, pages 16-33.
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Eloisa Lorente & David Kirk. (2013) Alternative democratic assessment in PETE: an action-research study exploring risks, challenges and solutions. Sport, Education and Society 18:1, pages 77-96.
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Luis
Manuel Cerda Suarez & Wilmar Hernandez. (2012) Leadership and performance in higher education: a comparative analysis in Portugal and Spain. European Journal of Engineering Education 37:6, pages 592-599.
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Lynne Hunt, Annette Koenders & Vidar Gynnild. (2012) Assessing practical laboratory skills in undergraduate molecular biology courses. Assessment & Evaluation in Higher Education 37:7, pages 861-874.
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Debbi Weaver & Alexis Esposto. (2012) Peer assessment as a method of improving student engagement. Assessment & Evaluation in Higher Education 37:7, pages 805-816.
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Chloe Patton. (2012) ‘Some kind of weird, evil experiment’: student perceptions of peer assessment. Assessment & Evaluation in Higher Education 37:6, pages 719-731.
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Greet
M.J. Fastré, Marcel
R. van der Klink, Dominique Sluijsmans & Jeroen
J.G. van Merriënboer. (2012) Drawing students’ attention to relevant assessment criteria: effects on self-assessment skills and performance. Journal of Vocational Education & Training 64:2, pages 185-198.
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Ibis Alvarez, Anna Espasa & Teresa Guasch. (2012) The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education 37:4, pages 387-400.
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Victor
M. López-Pastor, Juan-Miguel Fernández-Balboa, MaríaL. Santos Pastor & Antonio Fraile Aranda. (2012) Students’ self-grading, professor’s grading and negotiated final grading at three university programmes: analysis of reliability and grade difference ranges and tendencies. Assessment & Evaluation in Higher Education 37:4, pages 453-464.
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Rick Bommelje. (2012) The Listening Circle: Using the SBI Model to Enhance Peer Feedback. International Journal of Listening 26:2, pages 67-70.
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Lutz Marten & Carola Mostert. (2012) Background languages, learner motivation and self-assessed progress in learning Zulu as an additional language in the UK. International Journal of Multilingualism 9:1, pages 101-128.
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Arnout Seghers, Sophie Manigart & Tom Vanacker. (2012) The Impact of Human and Social Capital on Entrepreneurs’ Knowledge of Finance Alternatives. Journal of Small Business Management 50:1, pages 63-86.
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Guy Tchibozo. (2011) Emergence and outlook of competence-based education in European education systems: an overview. Education, Knowledge and Economy 4:3, pages 193-205.
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Boulent Imam, M. Imran Rafiq & Prashant Kumar. (2011) Improving student learning in engineering discipline using student- and lecturer-led assessment approaches. European Journal of Higher Education 1:2-3, pages 233-248.
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Irfan Yurdabakan. (2011) The investigation of peer assessment in primary school cooperative learning groups with respect to gender. Education 3-13 39:2, pages 153-169.
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Katherine Sloman & Richard Thompson. (2010) An Example of Large‐group Drama and Cross‐year Peer Assessment for Teaching Science in Higher Education. International Journal of Science Education 32:14, pages 1877-1893.
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Michael O’Donoghue & TomA. Cochrane. (2010) The role of live video capture production in the development of student communication skills. Learning, Media and Technology 35:3, pages 323-335.
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Amanda Asghar. (2010) Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students. Assessment & Evaluation in Higher Education 35:4, pages 403-417.
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Andrew Luxton-Reilly & Paul Denny. (2010) Constructive evaluation: a pedagogy of student-contributed assessment. Computer Science Education 20:2, pages 145-167.
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Anders Jonsson. (2010) The use of transparency in the ‘Interactive examination’ for student teachers. Assessment in Education: Principles, Policy & Practice 17:2, pages 183-197.
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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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J. Field. (2010) Changing the marks-based culture of learning through peer-assisted tutorials. European Journal of Engineering Education 35:1, pages 17-32.
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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.
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Sarah Quinton & Teresa Smallbone. (2010) Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International 47:1, pages 125-135.
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Andrew Luxton-Reilly. (2009) A systematic review of tools that support peer assessment. Computer Science Education 19:4, pages 209-232.
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Christine Brew, Philip Riley & Caroline Walta. (2009) Education students and their teachers: comparing views on participative assessment practices. Assessment & Evaluation in Higher Education 34:6, pages 641-657.
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Ali Al-Barakat & Omayya Al-Hassan. (2009) Peer assessment as a learning tool for enhancing student teachers' preparation. Asia-Pacific Journal of Teacher Education 37:4, pages 399-413.
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HarmH. Tillema & Kari Smith. (2009) Assessment orientation in formative assessment of learning to teach. Teachers and Teaching 15:3, pages 391-405.
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Phil Davies. (2009) Review and reward within the computerised peer‐assessment of essays. Assessment & Evaluation in Higher Education 34:3, pages 321-333.
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Gregory Stoner. (2009) Accounting Students' IT Application Skills over a 10-year Period. Accounting Education 18:1, pages 7-31.
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Z. Kostova & E. Atasoy. (2009) Students' Self-Esteem of Environmental Knowledge. Biotechnology & Biotechnological Equipment 23:sup1, pages 63-66.
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VictorM. López Pastor. (2008) Desarrollando sistemas de evaluación formativa y compartida en la docencia universitaria. Análisis de resultados de su puesta en práctica en la formación inicial del profesorado. European Journal of Teacher Education 31:3, pages 293-311.
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Karen Ellery. (2008) Assessment for learning: a case study using feedback effectively in an essay‐style test. Assessment & Evaluation in Higher Education 33:4, pages 421-429.
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EmilyJ. Robbins, JenniferM. Kinney & CaryS. Kart. (2008) Promoting Active Engagement in Health Research: Lessons from an Undergraduate Gerontology Capstone Course. Gerontology & Geriatrics Education 29:2, pages 105-123.
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Gayle Ferguson, Elizabeth Sheader & Ruth Grady. (2008) Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students. Bioscience Education 11:1, pages 1-16.
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AndersG. Ljungman & Charlotte Silén. (2008) Examination involving students as peer examiners. Assessment & Evaluation in Higher Education 33:3, pages 289-300.
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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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Mien Segers, David Gijbels & Marieke Thurlings. (2008) The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning. Educational Studies 34:1, pages 35-44.
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Laurence Habib & Line Wittek. (2007) The Portfolio as Artifact and Actor. Mind, Culture, and Activity 14:4, pages 266-282.
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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.
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Ineke van den Berg, Wilfried Admiraal & Albert Pilot. (2006) Design principles and outcomes of peer assessment in higher education. Studies in Higher Education 31:3, pages 341-356.
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Ineke van den Berg, Wilfried Admiraal & Albert Pilot. (2006) Designing student peer assessment in higher education: analysis of written and oral peer feedback. Teaching in Higher Education 11:2, pages 135-147.
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DinekeE. H. Tigelaar, DianaH. J. M. Dolmans, InekeH. A. P. Wolfhagen & CeesP. M. van der Vleuten. (2005) Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures. Studies in Higher Education 30:5, pages 595-610.
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Paul Kirschner & Niki Davis. (2003) Pedagogic benchmarks for information and communications technology in teacher education. Technology, Pedagogy and Education 12:1, pages 125-147.
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LindaB. Nilson. (2003) Improving Student Peer Feedback. College Teaching 51:1, pages 34-38.
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Phil Davies. (2003) Closing the communications loop on the computerized peer-assessment of essays. ALT-J 11:1, pages 41-54.
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