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Innovations in Education and Teaching International Volume 45, 2008 - Issue 2
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Original Articles

Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?

Liz McDowell Centre for Excellence in Teaching and Learning, University of Northumbria, Newcastle upon Tyne, UKCorrespondence[email protected]
,
Joanne Smailes Department of Learning and Teaching Support, University of Northumbria, Newcastle upon Tyne, UK
,
Kay Sambell School of Health, Community and Education Studies, University of Northumbria, Newcastle upon Tyne, UK
,
Alistair Sambell School of Computing, Engineering and Information Sciences, University of Northumbria, Newcastle upon Tyne, UK
&
Delia Wakelin School of Psychology and Sports Sciences, University of Northumbria, Newcastle upon Tyne, UK
Pages 143-153 | Published online: 01 Apr 2008

Citations (7)

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Read on this site (3)

Qijie Cai, Bodong Chen, Han Wu & Glenn Trussell. (2019) Using differentiated feedback to improve performance in introductory statistics. Innovations in Education and Teaching International 56:4, pages 434-445.
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Amanda Chapman. (2017) Using the assessment process to overcome Imposter Syndrome in mature students. Journal of Further and Higher Education 41:2, pages 112-119.
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R. Tuunila & M. Pulkkinen. (2015) Effect of continuous assessment on learning outcomes on two chemical engineering courses: case study. European Journal of Engineering Education 40:6, pages 671-682.
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Articles from other publishers (4)

Judith Gulikers, Marijke Veugen & Liesbeth Baartman. (2021) What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom. Frontiers in Education 6.
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Nicky M. Meer & Amanda Chapman. (2014) Assessment for confidence: Exploring the impact that low-stakes assessment design has on student retention. The International Journal of Management Education 12:2, pages 186-192.
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Judith T.M. Gulikers, Harm J.A. Biemans, Renate Wesselink & Marjan van der Wel. (2013) Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation 39:2, pages 116-124.
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Muireann McMahon & Tracy Bhamra. (2012) ‘Design Beyond Borders’: international collaborative projects as a mechanism to integrate social sustainability into student design practice. Journal of Cleaner Production 23:1, pages 86-95.
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