Using meta-reflection to improve learning and throughput: redesigning assessment procedures in a political science course on power

References

• Anderson, C. 2005. “Enabling and Shaping Understanding through Tutorials.” In The Experience of Learning: Implications for Teaching and Studying in Higher Education, edited by F. Marton, D. Hounsell and N. Entwistle, 3rd ed. 184–197. Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.
   Google Scholar
• Baldwin, D. 2002. “Power and International Relations.” In Handbook of International Relations. 1st ed., edited by W. Carlsnaes, T. Risse and B. Simmons, 273–297. London: Sage.
   Google Scholar
• Biggs, J. 2003. Teaching for Quality Learning at University. 2nd ed. Maidenhead: Open University Press.
   Google Scholar
• Entwistle, N. 2009. Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking. London: Palgrave Macmillan.
   Google Scholar
• Entwistle, M., V. McCune, and M. Scheja. 2006. “Student Learning in Context: Understanding the Phenomenon and the Person.” In Instructional Psychology: Past, Present and Future Trends, edited by L. Verschaffel, F. Dochy, M. Boekaerts and S. Vosniadou, 131–148. Amsterdam: Elsevier.
   Google Scholar
• Eriksson, L., and B. Hettne. 2001. Makt och internationella relationer [Power and International Relations]. Lund: Studentlitteratur.
   Google Scholar
• Falchikov, N. 2005. Improving Assessment through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education. London: Routledge Falmer.
   Google Scholar
• Fellenz, M. R. 2004. “Using Assessment to Support Higher Level Learning: The Multiple Choice Item Development Assignment.” Assessment & Evaluation in Higher Education 29(6): 703–719.
   Google Scholar
• Hagström, L. 2005. “Relational Power for Foreign Policy Analysis: Issues in Japan’s China.” European Journal of International Relations 11(3): 395–430.
   Web of Science ®Google Scholar
• Halldén, O., M. Scheja, and L. Haglund. 2008. “The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change.” In International Handbook of Research on Conceptual Change, edited by S. Vosniadou, 509–532. London: Routledge.
   Google Scholar
• Hounsell, D., V. McCune, J. Hounsell, and J. Litjens. 2008. “The Quality of Guidance and Feedback to Students.” Higher Education Research and Development 27(1): 55–67.
   Web of Science ®Google Scholar
• Lejk, M., and M. Wyvill. 1996. “A Survey of Methods of Deriving Individual Grades from Group Assessments.” Assessment & Evaluation in Higher Education 21(3): 267–280.
   Google Scholar
• Lukes, S. 2005. Power: A Radical View. 2nd ed. London: Macmillan.
   Google Scholar
• Marton, F., and R. Säljö. 1976a. “On Qualitative Differences in Learning I: Outcome and Process.” British Journal of Educational Psychology 46: 4–11.
   Web of Science ®Google Scholar
• Marton, F., and R. Säljö. 1976b. “On Qualitative Differences II: Outcome as a Function of the Learner’s Conception of the Task.” British Journal of Educational Psychology 46(1): 115–127.
   Web of Science ®Google Scholar
• Mearsheimer, J. J. 1990. “Back to the Future: Instability in Europe after the Cold War.” International Security 15(1): 5–56.
   Web of Science ®Google Scholar
• Norton, L. 2004. “Using Assessment Criteria as Learning Criteria: A Case Study in Psychology.” Assessment & Evaluation in Higher Education 29(6): 687–702.
   Google Scholar
• O’Donovan, B., M. Price, and C. Rust. 2004. “Know What I Mean? Enhancing Student Understanding of Assessment Standards and Criteria.” Teaching in Higher Education 9(3): 325–335.
   Web of Science ®Google Scholar
• Sadler, R. D. 2005. “Interpretations of Criteria-based Assessment and Grading in Higher Education.” Assessment & Evaluation in Higher Education 30(2): 175–194.
   Google Scholar
• Scheja, M. 2002. “Contextualising Studies in Higher Education. First-year Experiences of Studying and Learning in Engineering.” PhD diss., Stockholm University, Stockholm.
   Google Scholar
• Scheja, M. 2006. “Delayed Understanding and Staying in Phase: Students’ Perceptions of Their Study Situation.” Higher Education 52: 421–445.
   Web of Science ®Google Scholar
• Scheja, M., and A. Bonnevier. 2010. “Conceptualising Students’ Experiences of Understanding in Medicine.” Journal of the Hellenic Psychological Society 17(3): 243–258.
   Google Scholar
• Vermunt, J. D. 1996. “Metacognitive, Cognitive and Affective Aspects of Learning.” Higher Education 31(1): 25–50.
   Web of Science ®Google Scholar
• Vermunt, J. D. 1998. “The Regulation of Constructive Learning Processes.” British Journal of Educational Psychology 68(2): 149–171.
   Web of Science ®Google Scholar
• Waltz, K. 1993. “The Emerging Structure of International Politics.” International Security 18(2): 44–79.
   Web of Science ®Google Scholar