Citations (64)
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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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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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Jan Ketil Rød & Marte Nubdal. (2022) Double-blind multiple peer reviews to change students’ reading behaviour and help them develop their writing skills. Journal of Geography in Higher Education 46:2, pages 284-303.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education 47:1, pages 61-76.
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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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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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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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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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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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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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Gillian Dale-Jones, Phil Hancock & Keith Willey. (2013) Accounting Students in an Australian University Improve their Writing: But How Did it Happen?. Accounting Education 22:6, pages 544-562.
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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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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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Ieva Stupans, Susanne Owen, Leigh McKauge, Lisa Pont, Greg Ryan & Jim Woulfe. (2012) Development and trialling of a graduated descriptors tool for Australian pharmacy students. Assessment & Evaluation in Higher Education 37:7, pages 829-845.
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Larike
H. Bronkhorst, Liesbeth
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M. Stokking. (2012) The explication of quality standards in self-evaluation. Assessment in Education: Principles, Policy & Practice 19:3, pages 357-378.
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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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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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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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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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Paula Hodgson & Dora Wong. (2011) Developing professional skills in journalism through blogs. Assessment & Evaluation in Higher Education 36:2, pages 197-211.
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Lin Norton. (2010) Optimizing teaching and learning: practicing pedagogical research. Teaching in Higher Education 15:3, pages 341-345.
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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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Jennifer Lingard, Laura Minasian‐Batmanian, Gilbert Vella, Ian Cathers & Carlos Gonzalez. (2009) Do students with well‐aligned perceptions of question difficulty perform better?. Assessment & Evaluation in Higher Education 34:6, pages 603-619.
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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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Ann Poulos & Mary Jane Mahony. (2008) Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education 33:2, pages 143-154.
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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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James Elander, Katherine Harrington, Lin Norton, Hannah Robinson & Pete Reddy. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education 31:1, pages 71-90.
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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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Lin Norton
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Paul Orsmond
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Berry O'donovan
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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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