Citations (27)
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Donna Rooney. (2023) A two-stranded whole-of-course approach to postgraduate education. Innovations in Education and Teaching International 0:0, pages 1-13.
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Katrina McLachlan & Neil Tippett. (2023) Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education. Assessment & Evaluation in Higher Education 0:0, pages 1-16.
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Rola Ajjawi & David Boud. (2023) Changing representations of student achievement: The need for innovation. Innovations in Education and Teaching International 0:0, pages 1-11.
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Zarrin Seema Siddiqui, Marie B. Fisher, Christine Slade, Terri Downer, Misty M. Kirby, Lynn McAllister, Stephen T. Isbel & Christine Brown Wilson. (2023) Twelve tips for introducing E-Portfolios in health professions education. Medical Teacher 45:2, pages 139-144.
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Yvonne Hodgson, Robyn Cant, Josephine Tighe & Loretta Garvey. (2022) Students’ perceptions and experiences of assessment and feedback in three years of a biomedicine degree. Journal of Further and Higher Education 46:9, pages 1212-1228.
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Bianka Malecka, David Boud & David Carless. (2022) Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education 27:7, pages 908-922.
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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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Leigh-Anne Hepburn, Madeleine Borthwick, Jane Kerr & Andrey Vasnev. (2022) A strategic framework for delivering ongoing feedback at scale. Assessment & Evaluation in Higher Education 47:5, pages 742-754.
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Naomi E. Winstone & David Boud. (2022) The need to disentangle assessment and feedback in higher education. Studies in Higher Education 47:3, pages 656-667.
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Trina Jorre de St Jorre, David Boud & Elizabeth D. Johnson. (2021) Assessment for distinctiveness: recognising diversity of accomplishments. Studies in Higher Education 46:7, pages 1371-1382.
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Paulo Marinho, Preciosa Fernandes & Fernando Pimentel. (2021) The digital portfolio as an assessment strategy for learning in higher education. Distance Education 42:2, pages 253-267.
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Ricky Lam. (2020) Writing portfolio assessment in practice: individual, institutional, and systemic issues. Pedagogies: An International Journal 15:3, pages 169-182.
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Articles from other publishers (15)
Patience E. Idoga, Dokun Iwalewa Oluwajana & Ibrahim Adeshola. (2022) Educational quality and technological complexity on recognition of enhanced learning platform in developing countries using PLS-SEM in a post COVID era. Educational technology research and development 70:6, pages 2255-2273.
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Juliana Crespo Lopes & Jana Stará. (2022) Reflective Portfolios as decolonial pedagogical practices. Educar em Revista 38.
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Alona Forkosh Baruch & Rivka Gadot. (2020) Social Curation Experience: Towards Authentic Learning in Preservice Teacher Training. Technology, Knowledge and Learning 26:1, pages 105-122.
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Olukayode A. Adeleke, Busisiwe Cawe & Parimalaranie Yogeswaran. (2020) Opportunity for change: Undergraduate training in family medicine. South African Family Practice 62:1.
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Rachelle Esterhazy & Øyvind Fiksen. (2019) Evolution of a portfolio-based design in ecology:a three-year design cycle. Uniped 42:1, pages 60-73.
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Alison White. 2019. Blended Learning Designs in STEM Higher Education. Blended Learning Designs in STEM Higher Education
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