Citations (49)
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Huahui Zhao. (2022) Promoting accessibility of assessment criteria: shifting from a product- to a process- and future-oriented approach. Teaching in Higher Education 0:0, pages 1-19.
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Pernilla Ahlstrand. (2020) A method called action(re)call. How and why we use it.. Research in Drama Education: The Journal of Applied Theatre and Performance 25:4, pages 505-525.
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Naomi E. Winstone, Robert A. Nash, James Rowntree & Michael Parker. (2017) ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education 42:11, pages 2026-2041.
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Sarah Nixon, Simon Brooman, Becky Murphy & Damien Fearon. (2017) Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy. Assessment & Evaluation in Higher Education 42:5, pages 812-822.
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Laura J. Leslie & Paul C. Gorman. (2017) Collaborative design of assessment criteria to improve undergraduate student engagement and performance. European Journal of Engineering Education 42:3, pages 286-301.
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Frans J. Prins, Renske de Kleijn & Jan van Tartwijk. (2017) Students’ use of a rubric for research theses. Assessment & Evaluation in Higher Education 42:1, pages 128-150.
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Brendan O’Connell, Paul De Lange, Mark Freeman, Phil Hancock, Anne Abraham, Bryan Howieson & Kim Watty. (2016) Does calibration reduce variability in the assessment of accounting learning outcomes?. Assessment & Evaluation in Higher Education 41:3, pages 331-349.
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Nancy Worth. (2014) Student-focused assessment criteria: thinking through best practice. Journal of Geography in Higher Education 38:3, pages 361-372.
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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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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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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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L. Bird & Robyn Yucel. (2013) Improving marking reliability of scientific writing with the Developing Understanding of Assessment for Learning programme. Assessment & Evaluation in Higher Education 38:5, pages 536-553.
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Richard Tucker. (2013) The architecture of peer assessment: do academically successful students make good teammates in design assignments?. Assessment & Evaluation in Higher Education 38:1, pages 74-84.
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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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Val Brooks. (2012) Marking as judgment. Research Papers in Education 27:1, pages 63-80.
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Toni Chardon, Pauline Collins, Sara Hammer & Caroline Hart. (2011) Criterion referenced assessment as a form of feedback: Student and staff perceptions in the initial stages of a new law degree. International Journal of Pedagogies and Learning 6:3, pages 232-242.
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Emma Payne & George Brown. (2011) Communication and practice with examination criteria. Does this influence performance in examinations?. Assessment & Evaluation in Higher Education 36:6, pages 619-626.
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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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Mantz Yorke. (2011) Summative assessment: dealing with the ‘measurement fallacy’. Studies in Higher Education 36:3, pages 251-273.
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Lee Harvey & James Williams. (2010) Fifteen Years of Quality in Higher Education (Part Two). Quality in Higher Education 16:2, pages 81-113.
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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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Sue Bloxham. (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment & Evaluation in Higher Education 34:2, pages 209-220.
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Berry O'Donovan, Margaret Price & Chris Rust. (2008) Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education 13:2, pages 205-217.
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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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Clair Hughes & Clare Cappa. (2007) Developing generic criteria and standards for assessment in law: processes and (by)products. Assessment & Evaluation in Higher Education 32:4, pages 417-432.
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Stephen Case. (2007) Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree. Assessment & Evaluation in Higher Education 32:3, pages 285-299.
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Margaret Price, Berry O’Donovan & Chris Rust. (2007) Putting a social‐constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review. Innovations in Education and Teaching International 44:2, pages 143-152.
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Jackie Greatorex & Eva Malacova. (2006) Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level performance?. Research Papers in Education 21:3, pages 255-294.
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Peter Knight. (2006) The local practices of assessment. Assessment & Evaluation in Higher Education 31:4, pages 435-452.
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Chris Rust, Berry O’Donovan & Margaret Price. (2005) A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education 30:3, pages 231-240.
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Margaret Price
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Harvey Woolf
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Berry O'donovan
, Margaret Price & Chris Rust. (2004) Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education 9:3, pages 325-335.
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Jackie Greatorex. (2003) Developing and Applying Level Descriptors. Westminster Studies in Education 26:2, pages 125-133.
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CHRIS RUST, MARGARET PRICE & BERRY O'DONOVAN. (2003) Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment & Evaluation in Higher Education 28:2, pages 147-164.
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PeterT. Knight. (2002) Summative Assessment in Higher Education: Practices in disarray. Studies in Higher Education 27:3, pages 275-286.
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PeterT. Knight. (2002) The Achilles' Heel of Quality: The assessment of student learning. Quality in Higher Education 8:1, pages 107-115.
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Jackie Greatorex. (2002) Making accounting examiners' tacit knowledge more explicit: developing grade descriptors for an Accounting A-level. Research Papers in Education 17:2, pages 211-226.
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Jackie Greatorex, Colin Johnson & Ken Frame. (2001) Making the Grade‐‐Developing Grade Descriptors for Accounting using a Discriminator Model of Performance. Westminster Studies in Education 24:2, pages 167-181.
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Articles from other publishers (9)
Michael G. Botelho & Albert K. M. Chan. (2021) A microanalysis of expert‐student dialogue videos: Supporting preparation and learning for clinical competence assessment. European Journal of Dental Education 26:1, pages 147-156.
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Pernilla Ahlstrand. (2018) Analysing the object of learning, using phenomenography. International Journal for Lesson and Learning Studies 7:3, pages 184-200.
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José-Luis Menéndez-Varela & Eva Gregori-Giralt. (2018) Rubrics for developing students’ professional judgement: A study of sustainable assessment in arts education. Studies in Educational Evaluation 58, pages 70-79.
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Ngat-Chin Lim. (2015) Towards an integrated academic assessment: closing employers’ expectations?. Education + Training 57:2, pages 148-169.
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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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David Gosling. (2006) The value of pedagogic inquiry for improving teaching. New Directions for Teaching and Learning 2006:107, pages 95-100.
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James Elander. (2016) Student Assessment from a Psychological Perspective. Psychology Learning & Teaching 3:2, pages 114-121.
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Chris Rust. (2016) The Impact of Assessment on Student Learning. Active Learning in Higher Education 3:2, pages 145-158.
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Lin Norton, Rebecca Clifford, Laurence Hopkins, Istra Toner & Bill (J.C.W.) Norton. (2016) Helping Psychology Students Write Better Essays. Psychology Learning & Teaching 2:2, pages 116-126.
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