Citations (82)
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Kothar Talib Sulaiman Al Harrasi. (2022) The culture of feedback on second-language writing in a higher education institute. Assessment & Evaluation in Higher Education 47:3, pages 360-374.
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Qiang Hao, David H. Smith IV, Lu Ding, Amy Ko, Camille Ottaway, Jack Wilson, Kai H. Arakawa, Alistair Turcan, Timothy Poehlman & Tyler Greer. (2022) Towards understanding the effective design of automated formative feedback for programming assignments. Computer Science Education 32:1, pages 105-127.
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Peter Francis, Christine Broughan, Carly Foster & Caroline Wilson. (2020) Thinking critically about learning analytics, student outcomes, and equity of attainment. Assessment & Evaluation in Higher Education 45:6, pages 811-821.
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Whitney J. Bevan. (2020) How to Improve the Student Feedback Process: A Case Study within the Built Environment. International Journal of Construction Education and Research 16:2, pages 117-131.
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Thanita Lerdpornkulrat, Ravinder Koul & Chanut Poondej. (2018) Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college. Journal of Further and Higher Education 42:1, pages 102-115.
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Gladman Thondhlana & Dina Zoe Belluigi. (2017) Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study. Assessment & Evaluation in Higher Education 42:7, pages 1118-1131.
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Madeleine Schultz, Gwendolyn A. Lawrie, Chantal H. Bailey, Simon B. Bedford, Tim R. Dargaville, Glennys O'Brien, Roy Tasker, Christopher D. Thompson, Mark Williams & Anthony H. Wright. (2017) Evaluation of diagnostic tools that tertiary teachers can apply to profile their students’ conceptions. International Journal of Science Education 39:5, pages 565-586.
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Dan Halvorson. (2016) Engaging students and maintaining quality in the era of massification: strategies and approaches for teaching large first-year courses. Australian Journal of Political Science 51:3, pages 568-582.
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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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Vera Busse. (2013) Why do first-year students of German lose motivation during their first year at university?. Studies in Higher Education 38:7, pages 951-971.
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Jo Watson. (2013) Profitable portfolios: capital that counts in higher education. British Journal of Sociology of Education 34:3, pages 412-430.
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Victor
M. López-Pastor, Patricia Pintor, Beatriz Muros & Graham Webb. (2013) Formative assessment strategies and their effect on student performance and on student and tutor workload: the results of research projects undertaken in preparation for greater convergence of universities in Spain within the European Higher Education Area (EHEA). Journal of Further and Higher Education 37:2, pages 163-180.
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Sharon Yam & Peter Rossini. (2013) Formative Assessment in Property Education: A Comparison Between Blended and Online Learning. Pacific Rim Property Research Journal 19:1, pages 101-127.
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Pru Marriott & Lim Keong Teoh. (2012) Using Screencasts to Enhance Assessment Feedback: Students’ Perceptions and Preferences. Accounting Education 21:6, pages 583-598.
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Tim Stott. (2012) Development and analysis of students’ use of online revision quizzes in GEES teaching. Planet 26:1, pages 66-74.
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Lyn Tett, Jenny Hounsell, Hazel Christie, Viviene
E. Cree & Velda McCune. (2012) Learning from feedback? Mature students’ experiences of assessment in higher education. Research in Post-Compulsory Education 17:2, pages 247-260.
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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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Jackie Tuck. (2012) Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education 17:2, pages 209-221.
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Robyn Muldoon. (2012) Is it time to ditch the traditional university exam?. Higher Education Research & Development 31:2, pages 263-265.
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Sandra Kemp & Jon Scaife. (2012) Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers. Journal of Education for Teaching 38:2, pages 181-192.
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Tim Stott. (2010) Diversity in Level 1 GEES Assessment: moving from less of more to more of less. Planet 23:1, pages 25-32.
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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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Susan van Schalkwyk. (2010) Early assessment: using a university-wide student support initiative to effect real change. Teaching in Higher Education 15:3, pages 299-310.
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Jon Scaife & Jerry Wellington. (2010) Varying perspectives and practices in formative and diagnostic assessment: a case study. Journal of Education for Teaching 36:2, pages 137-151.
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Amanda French & Jenny Worsley. (2009) Double-entry journals: developing an embedded programme of writing development for first year Early Childhood Studies degree students. Enhancing Learning in the Social Sciences 2:2, pages 1-26.
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Cathy Walsh, Carl Larsen & Damian Parry. (2009) Academic tutors at the frontline of student support in a cohort of students succeeding in higher education. Educational Studies 35:4, pages 405-424.
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Gregory Stoner. (2009) Accounting Students' IT Application Skills over a 10-year Period. Accounting Education 18:1, pages 7-31.
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DawnE. Stephen, Paul O'Connell & Mike Hall. (2008) ‘Going the extra mile’, ‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education1
. Teaching in Higher Education 13:4, pages 449-460.
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VictorM. López Pastor. (2008) Desarrollando sistemas de evaluación formativa y compartida en la docencia universitaria. Análisis de resultados de su puesta en práctica en la formación inicial del profesorado. European Journal of Teacher Education 31:3, pages 293-311.
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Dai Hounsell, Velda McCune, Jenny Hounsell & Judith Litjens. (2008) The quality of guidance and feedback to students. Higher Education Research & Development 27:1, pages 55-67.
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Tanya Covic & MairwenK. Jones. (2008) Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve?. Assessment & Evaluation in Higher Education 33:1, pages 75-85.
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David Carless. (2006) Differing perceptions in the feedback process. Studies in Higher Education 31:2, pages 219-233.
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Robert Drake, Geraldine Goldsmith & Rebecca Strachan. (2006) A novel approach to teaching teamwork. Teaching in Higher Education 11:1, pages 33-46.
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Marann Byrne & Barbara Flood. (2005) A study of accounting students' motives, expectations and preparedness for higher education. Journal of Further and Higher Education 29:2, pages 111-124.
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Ernesto Macaro
& Ursula Wingate. (2004) From sixth form to university: motivation and transition among high achieving state‐school language students. Oxford Review of Education 30:4, pages 467-488.
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Alf Lizzio
& Keithia Wilson. (2004) First‐year students' perceptions of capability. Studies in Higher Education 29:1, pages 109-128.
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Elaine Cox. (2002) Rewarding volunteers: A study of participant responses to the assessment and accreditation of volunteer learning. Studies in the Education of Adults 34:2, pages 156-170.
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Bernard Longden. (2002) Retention rates - renewed interest but whose interest is being served?. Research Papers in Education 17:1, pages 3-29.
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Sam Shields. (2023) Undergraduates’ Perceptions of how Post-secondary Education Characteristics Shaped their Transition to University. International Journal of Educational and Life Transitions 2:1.
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Eva Blondeel, Patricia Everaert & Evelien Opdecam. (2023) Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety. The British Accounting Review, pages 101189.
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I. V. Nikitin & A. K. Belolutskaya. (2021) Formative Assessment Conceptualizations in Higher Education: Thematic Analysis Results. Vysshee Obrazovanie v Rossii = Higher Education in Russia 30:11, pages 96-109.
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