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Natalie Forde-Leaves, Jack Walton & Ken Tann. (2023) A framework for understanding assessment practice in higher education. Assessment & Evaluation in Higher Education 48:8, pages 1076-1091.
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David Playfoot, Laura L. Wilkinson & Jessica Mead. (2023) Is continuous assessment inclusive? An analysis of factors influencing student grades. Assessment & Evaluation in Higher Education 48:7, pages 938-950.
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Selda Aras. (2023) Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills. Learning: Research and Practice 0:0, pages 1-14.
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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Fatimah M. M. Aseeri. (2023) Learning-Oriented Language Assessment: Putting Theory into Practice. Language Assessment Quarterly 0:0, pages 1-5.
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Jan McArthur, Margaret Blackie, Nicole Pitterson & Kayleigh Rosewell. (2022) Student perspectives on assessment: connections between self and society. Assessment & Evaluation in Higher Education 47:5, pages 698-711.
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Afsheen Rezai, Azam Naserpour & Siamak Rahimi. (2022) Online peer-dynamic assessment: an approach to boosting Iranian high school students’ writing skills: a mixed-methods study. Interactive Learning Environments 0:0, pages 1-19.
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Tim Fawns, Tamara Mulherin, Dai Hounsell & Gillian Aitken. (2021) Seamful learning and professional education. Studies in Continuing Education 43:3, pages 360-376.
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Ray J. T. Liao. (2021) Advancing the International Recognition of the Locally-Produced GEPT: An Interview with Jessica Wu. Language Assessment Quarterly 18:4, pages 446-455.
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Priscillia Pui, Brenda Yuen & Happy Goh. (2021) Using a criterion-referenced rubric to enhance student learning: a case study in a critical thinking and writing module. Higher Education Research & Development 40:5, pages 1056-1069.
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Christopher N. Blundell. (2021) Teacher use of digital technologies for school-based assessment: a scoping review. Assessment in Education: Principles, Policy & Practice 28:3, pages 279-300.
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Mary Finch & Jill Willis. (2021) Learning to be expert writers: feedback in secondary English. Assessment in Education: Principles, Policy & Practice 28:2, pages 101-117.
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J. David Cabedo & Amparo Maset-Llaudes. (2020) How a formative self-assessment programme positively influenced examination performance in financial mathematics. Innovations in Education and Teaching International 57:6, pages 680-690.
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Jennifer Hill & Harry West. (2020) Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education 45:1, pages 82-97.
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Nick Saville. (2019) How Can Multilingualism be Supported through Language Education in Europe?. Language Assessment Quarterly 16:4-5, pages 464-471.
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Teresa Hattingh, Laura Dison & Laurie Woollacott. (2019) Student learning behaviours around assessments. Australasian Journal of Engineering Education 24:1, pages 14-24.
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Carmen Tomas & Tansy Jessop. (2019) Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities. Assessment & Evaluation in Higher Education 44:1, pages 1-10.
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Pascale Lorber, Steve Rooney & Mark Van Der Enden. (2019) Making assessment accessible: a student–staff partnership perspective. Higher Education Pedagogies 4:1, pages 488-502.
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Wondifraw Dejene. (2019) The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education 6:1.
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Helen McLean. (2018) This is the way to teach: insights from academics and students about assessment that supports learning. Assessment & Evaluation in Higher Education 43:8, pages 1228-1240.
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Qi Wu & Tansy Jessop. (2018) Formative assessment: missing in action in both research-intensive and teaching focused universities?. Assessment & Evaluation in Higher Education 43:7, pages 1019-1031.
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Antonina Bauman. (2018) Concept Maps: Active Learning Assessment Tool in a Strategic Management Capstone Class. College Teaching 66:4, pages 213-221.
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Sin Wang Chong. (2018) Three Paradigms of Classroom Assessment: Implications for Written Feedback Research. Language Assessment Quarterly 15:4, pages 330-347.
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Wei Wei & Xie Yanmei. (2018) University teachers’ reflections on the reasons behind their changing feedback practice. Assessment & Evaluation in Higher Education 43:6, pages 867-879.
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Gad S. Lim. (2018) Conceptualizing and Operationalizing Second Language Speaking Assessment: Updating the Construct for a New Century. Language Assessment Quarterly 15:3, pages 215-218.
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José-Manuel Santos, Esther Ortiz & Salvador Marín. (2018) Variation indexes of marks due to continuous assessment. Empirical approach at university / Índices de variación de la nota debidos a la evaluación continua. Contrastación empírica en la enseñanza universitaria. Culture and Education 30:3, pages 491-527.
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Laetitia Cassells. (2018) The effectiveness of early identification of ‘at risk’ students in higher education institutions. Assessment & Evaluation in Higher Education 43:4, pages 515-526.
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Siobhan Lynam & Moira Cachia. (2018) Students’ perceptions of the role of assessments at higher education. Assessment & Evaluation in Higher Education 43:2, pages 223-234.
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Jeannette Unge, Pernilla Lundh, Christina Gummesson & Gunilla Amnér. (2018) Learning spaces for health sciences – what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Physical Therapy Reviews 23:1, pages 50-60.
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Eleanor Hawe & Helen Dixon. (2017) Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education 42:8, pages 1181-1192.
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Tansy Jessop & Carmen Tomas. (2017) The implications of programme assessment patterns for student learning. Assessment & Evaluation in Higher Education 42:6, pages 990-999.
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Kelly E Matthews, Peter Adams & Merrilyn Goos. (2017) Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise. Assessment & Evaluation in Higher Education 42:4, pages 564-579.
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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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Kristi Mumm, Mari Karm & Marvi Remmik. (2016) Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education 40:6, pages 780-803.
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Tim Deignan & Sally Brown. (2016) Educator perspectives on the use of alternative assessment methods within taught Masters programmes: an exploratory study using activity theory and Q methodology. Educational Review 68:4, pages 379-402.
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Gregorio Rodríguez-Gómez, Victoria Quesada-Serra & María Soledad Ibarra-Sáiz. (2016) Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. Assessment & Evaluation in Higher Education 41:1, pages 35-52.
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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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Sheena Bevitt. (2015) Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education 40:1, pages 103-119.
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Luckmika Perera, Hoa Nguyen & Kim Watty. (2014) Formative Feedback through Summative Tutorial-based Assessments: The Relationship to Student Performance. Accounting Education 23:5, pages 424-442.
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Christopher Deneen & David Boud. (2014) Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education 39:5, pages 577-591.
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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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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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Ahmed El-Mowafy. (2014) Using peer assessment of fieldwork to enhance students’ practical training. Assessment & Evaluation in Higher Education 39:2, pages 223-241.
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Chi-Cheng Chang. (2014) An IPA-embedded model for evaluating creativity curricula. Innovations in Education and Teaching International 51:1, pages 59-71.
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Tansy Jessop, Yassein El Hakim & Graham Gibbs. (2014) The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns. Assessment & Evaluation in Higher Education 39:1, pages 73-88.
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Gavin Heron & Jennifer Lerpiniere. (2013) Re-engineering the multiple choice question exam for social work. European Journal of Social Work 16:4, pages 521-535.
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David John Baker & Danielle Zuvela. (2013) Feedforward strategies in the first-year experience of online and distributed learning environments. Assessment & Evaluation in Higher Education 38:6, pages 687-697.
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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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Alf Lizzio & Keithia Wilson. (2013) First-year students’ appraisal of assessment tasks: implications for efficacy, engagement and performance. Assessment & Evaluation in Higher Education 38:4, pages 389-406.
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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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Mandy Asghar. (2012) The lived experience of formative assessment practice in a British university. Journal of Further and Higher Education 36:2, pages 205-223.
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Raymond Lynch, Patricia
Mannix McNamara & Niall Seery. (2012) Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education 35:2, pages 179-197.
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Liz McDowell, Delia Wakelin, Catherine Montgomery & Sara King. (2011) Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education 36:7, pages 749-765.
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AlisonJ. Purvis, LizJ. Aspden, PhilipW. Bannister & PaulA. Helm. (2011) Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International 48:1, pages 91-100.
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Christine Suurtamm, Martha Koch & Ann Arden. (2010) Teachers’ assessment practices in mathematics: classrooms in the context of reform. Assessment in Education: Principles, Policy & Practice 17:4, pages 399-417.
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Keith Willey & Anne Gardner. (2010) Investigating the capacity of self and peer assessment activities to engage students and promote learning. European Journal of Engineering Education 35:4, pages 429-443.
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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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Clair Hughes. (2009) Framing the activities of institutions and academic development units in support of assessment. Innovations in Education and Teaching International 46:2, pages 123-133.
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David Carless. (2009) Trust, distrust and their impact on assessment reform. Assessment & Evaluation in Higher Education 34:1, pages 79-89.
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