Citations (72)
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Emma Colvin & John Gaffey. (2023) Implementing Interactive Oral Assessment in Criminal Justice Subjects: Reporting on Student Experiences of Novel Assessment Items. Journal of Criminal Justice Education 0:0, pages 1-22.
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Jessica To, Ernesto Panadero & David Carless. (2022) A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education 47:8, pages 1167-1182.
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Paul C. Sutton, Xuantong Wang & Bingxin Qi. (2022) Apostasy of an “Anti-Assessment” Curmudgeon: Developing a Geographic Concept Inventory for Assessing Program-Level Learning Outcomes in a Department of Geography. Annals of the American Association of Geographers 112:6, pages 1633-1648.
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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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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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Cecilia Ka Yuk Chan & Jiahui Luo. (2021) A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education 46:3, pages 451-466.
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Jennifer M. Gilken & Helen L. Johnson. (2021) Implementing a Peer Feedback Intervention within a Community of Practice Framework. Community College Journal of Research and Practice 45:3, pages 155-166.
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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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Syeda S. Batool. (2020) Academic achievement: Interplay of positive parenting, self‐esteem, and academic procrastination. Australian Journal of Psychology 72:2, pages 174-187.
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Gina Sherwood. (2020) Am I missing something by not using story-telling? Why we should ask university students to use story-telling to evaluate their experiences of learning. Teaching in Higher Education 25:3, pages 321-333.
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Verónica Villarroel, David Boud, Susan Bloxham, Daniela Bruna & Carola Bruna. (2020) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International 57:1, pages 38-49.
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Sin Wang Chong. (2019) The use of exemplars in English writing classrooms: from theory to practice. Assessment & Evaluation in Higher Education 44:5, pages 748-763.
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Dennis Alonzo, Negin Mirriahi & Chris Davison. (2019) The standards for academics’ standards-based assessment practices. Assessment & Evaluation in Higher Education 44:4, pages 636-652.
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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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Verónica Villarroel, Susan Bloxham, Daniela Bruna, Carola Bruna & Constanza Herrera-Seda. (2018) Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education 43:5, pages 840-854.
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Jessica To & Yiqi Liu. (2018) Using peer and teacher-student exemplar dialogues to unpack assessment standards: challenges and possibilities. Assessment & Evaluation in Higher Education 43:3, pages 449-460.
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Yongyan Li & Guangwei Hu. (2018) Supporting students’ assignment writing: what lecturers do in a Master of Education programme. Assessment & Evaluation in Higher Education 43:1, pages 1-13.
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María D. Vásquez-Colina, Marianne Robin Russo, Mary Lieberman & John D. Morris. (2017) A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers. Journal of Further and Higher Education 41:4, pages 504-515.
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Susan Cooper. (2017) A collaborative assessment of students’ placement learning. Assessment & Evaluation in Higher Education 42:1, pages 61-76.
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Nicole Barnes & Helenrose Fives. (2016) Creating a context for growth-focused assessment. Middle School Journal 47:5, pages 30-37.
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Berry O’Donovan, Chris Rust & Margaret Price. (2016) A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education 41:6, pages 938-949.
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Nicky Meer & Amanda Chapman. (2015) Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE 0:0, pages 1-15.
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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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Robyn Yucel, Fiona L. Bird, Jodie Young & Tania Blanksby. (2014) The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education 39:8, pages 971-986.
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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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Jane Tapp. (2014) ‘I actually listened, I'm proud of myself.’ The effects of a participatory pedagogy on students' constructions of academic identities. Teaching in Higher Education 19:4, pages 323-335.
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Gavin Heron & Pam Green Lister. (2014) Influence of National Qualifications Frameworks in Conceptualising Feedback to Students. Social Work Education 33:4, pages 420-434.
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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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Caroline Wakefield, James Adie, Edd Pitt & Tessa Owens. (2014) Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool. Assessment & Evaluation in Higher Education 39:2, pages 253-262.
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Rachel Spearing. (2014) Facilitating the transition to postgraduate attainment: the experience of one postgraduate, pre-registration physiotherapy programme. Assessment & Evaluation in Higher Education 39:1, pages 89-101.
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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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Kerry Wimshurst & Matthew Manning. (2013) Feed-forward assessment, exemplars and peer marking: evidence of efficacy. Assessment & Evaluation in Higher Education 38:4, pages 451-465.
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Rosemary Thomson. (2013) Implementation of criteria and standards-based assessment: an analysis of first-year learning guides. Higher Education Research & Development 32:2, pages 272-286.
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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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Karin Redelius & Peter
J. Hay. (2012) Student views on criterion-referenced assessment and grading in Swedish physical education. Physical Education and Sport Pedagogy 17:2, pages 211-225.
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Margaret Price. (2011) Putting students in the driving seat. Is it safe to remove the L-plates?. Enhancing Learning in the Social Sciences 4:1, pages 1-4.
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Margaret Price, Karen Handley & Jill Millar. (2011) Feedback: focusing attention on engagement. Studies in Higher Education 36:8, pages 879-896.
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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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Margaret Price, Jude Carroll, Berry O’Donovan & Chris Rust. (2011) If I was going there I wouldn’t start from here: a critical commentary on current assessment practice. Assessment & Evaluation in Higher Education 36:4, pages 479-492.
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Sue Bloxham & Liz Campbell. (2010) Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education 35:3, pages 291-300.
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Margaret Price, Karen Handley, Jill Millar & Berry O'Donovan. (2010) Feedback : all that effort, but what is the effect?. Assessment & Evaluation in Higher Education 35:3, pages 277-289.
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Maggi Savin‐Baden. (2010) The sound of feedback in higher education. Learning, Media and Technology 35:1, pages 53-64.
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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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D. Royce Sadler. (2009) Grade integrity and the representation of academic achievement. Studies in Higher Education 34:7, pages 807-826.
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Linda Barman, Cormac McGrath, Staffan Josephsson, Charlotte Silén & Klara Bolander Laksov. (2022) Safeguarding fairness in assessments—How teachers develop joint practices. Medical Education 56:6, pages 651-659.
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Harish Thampy, Sarah Collins, Elora Baishnab, Jess Grundy, Kurt Wilson & Timothy Cappelli. (2022) Virtual clinical assessment in medical education: an investigation of online conference technology. Journal of Computing in Higher Education.
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Olga Kvasova. (2022) The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course. Languages 7:1, pages 62.
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