148
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Using attainment curves and lead-times to help improve student examination performance

ORCID Icon
Pages 1-15 | Received 19 Aug 2018, Accepted 02 Dec 2019, Published online: 06 Jan 2020

References

  • Ashworth, M., S. Bloxham, and L. Pearce. 2010. “Examining the Tension between Academic Standards and Inclusion for Disabled Students: The Impact on Marking of Individual Academics’ Frameworks for Assessment.” Studies in Higher Education 35 (2): 209–223. doi:10.1080/03075070903062864.
  • Asikainen, H., T. Hailikari, and M. Mattsson. 2018. “The Interplay between Academic Emotions, Psychological Flexibility and Self-regulation as Predictors of academic Achievement.” Journal of Further and Higher Education 42 (4): 439–453. doi:10.1080/0309877X.2017.1281889.
  • Austin, E. J., D. H. Saklofske, and S. M. Mastoras. 2010. “Emotional Intelligence, Coping and Exam‐related Stress in Canadian Undergraduate Students.” Australian Journal of Psychology 62 (1): 42–50. doi:10.1080/00049530903312899.
  • Bloxham, S., and P. Boyd. 2007. Developing Effective Assessment in Higher Education. Maidenhead: OU Press/McGraw Hill.
  • Bloxham, S., and A. West. 2004. “Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students’ Conceptions of assessment.” Assessment & Evaluation in Higher Education 29 (6): 721–733. doi:10.1080/0260293042000227254.
  • Boud, D. 2000. “Sustainable Assessment: Rethinking assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151–167. doi:10.1080/713695728.
  • Boud, D. 2007. “Reframing Assessment as if Learning Was Important.” In Rethinking Assessment in Higher Education: Learning for the Longer Term, edited by D. Boud and N. Falchikov, 14–25. London: Routledge.
  • Boud, D. 2014. “Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning.” In Advances and Innovations in University Assessment and Feedback, edited by C. Kreber, C. Anderson, N. Entwistle, and J. McArthur, 13–31. Edinburgh: Edinburgh University Press.
  • Boud, D., and N. Falchikov. 2007a. “Introduction. Assessment for the Longer Term.” In Rethinking Assessment in Higher Education, edited by D. Boud and N. Falchikov, 3–13. Abingdon: Routledge.
  • Boud, D., and N. Falchikov. 2007b. Rethinking Assessment in Higher Education: Learning for the Longer Term. London: Routledge.
  • Brown, G. A., J. Bull, and M. Pendlebury. 2013. Assessing Student Learning in Higher Education. London: Routledge.
  • Brown, S. 2019. “Using Assessment and Feedback to Empower Students and Enhance Their Learning.” In Innovative Assessment in Higher Education. A Handbook for Academic Practitioners, edited by C. Bryan and K. Clegg, 50–63. London: Routledge.
  • Bryan, C., and K. Klegg. 2019. Innovative Assessment in Higher Education. London: Routledge.
  • Burns, J. 2015. Student Fury over ‘impossible’ Economics Exam. London: BBC. Accessed 21 November 2019. https://www.bbc.co.uk/news/education-31057005
  • Chickering, A. W., and Z. F. Gamson. 1987. “Seven Principles for Good Practice in Undergraduate Education.” AAHE Bulletin 39 (7): 3–7.
  • Cottrell, S. 2012. The Exam Skills Handbook. 2nd ed., Palgrave Study Skills. Basingstoke: Palgrave Macmillan.
  • Crook, C., H. Gross, and R. Dymott. 2006. “Assessment Relationships in Higher Education: The Tension of Process and Practice.” British Educational Research Journal 32 (1): 95–114. doi:10.1080/01411920500402037.
  • Dawson, P. 2015. “Assessment Rubrics: Towards Clearer and More Replicable Design, Research and Practice.” Assessment & Evaluation in Higher Education 42 (3): 347–360. doi:10.1080/02602938.2015.1111294.
  • Falchikov, N. 2005. Improving Assessment through Student Involvement. London: Routledge.
  • Fletcher, K. L., and K. L. S. Neumeister. 2012. “Research on Perfectionism and Achievement Motivation: Implications for Gifted Students.” Psychology in the Schools 49 (7): 668–677. doi:10.1002/pits.v49.7.
  • Gibbs, G. 2019. “How Assessment Frames Student Learning.” In Innovative Aassessment in Higher Education. A Handbook for Academic Practitioners, edited by C. Bryan and K. Clegg, 22–35. London: Routledge.
  • Hargreaves, S., and J. Crabb. 2016. Study Skills for Students with Dyslexia: Support for Specific Learning Differences (SpLDs). 3rd ed. London: Sage.
  • Hay, D. B. 2007. “Using Concept Maps to Measure Deep, Surface and Non‐learning Outcomes.” Studies in Higher Education 32 (1): 39–57. doi:10.1080/03075070601099432.
  • Huba, M. E., and J. E. Freed. 2000. Learner Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon/Pearson.
  • JCQ. 2019. Report of the Independent Commission on Examination Malpractice (Dunford Report). London: Joint Council for Qualifications. Accessed 21 November 2019. https://www.jcq.org.uk/examination-system/imc-home/report-of-the-independent-commission-on-examination-malpractice
  • Kahneman, D. 2011. Thinking, Fast and Slow. London: Allen Lane.
  • King, H. 2019. “Stepping Back to Move Forward. The Wider Context of Assessment in Higher Education.” In Innovative Aassessment in Higher Education. A Handbook for Academic Practitioners, edited by C. Bryan and K. Clegg, 9–21. London: Routledge.
  • Kvale, S. 2007. “Contradictions of Assessment for Learning in Institutions of Higher learning.” In Rethinking Assessment in Higher Education, edited by D. Boud and N. Falchikov, 57–71. London: Routledge.
  • Norton, L. 2019. “Innovative Assessment. The Academic’s Perspective.” In Innovative Assessment in Higher Education: A Handbook for Academic Practitioners, edited by C. Bryan and K. Clegg, 111–120. London: Routledge.
  • Novak, J. D. 1998. Learning, Creating, and Using Knowledge. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ofqual. 2019. Access Arrangements for GCSE, AS and A Level, 2018 to 2019 Academic Year, Ofqual/19/6563/1. Coventry, UK: Ofqual. Accessed 22 November 2019. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/847495/Access_Arrangements_for_GCSE_AS_and_A_level_2018_to_2019_academic_year.pdf
  • Öhrstedt, M., and P. Lindfors. 2019. “First-semester Students’ Capacity to Predict Acdemic Achievement as Related to Approaches to Learning.” Journal of Further and Higher Education 43 (10): 1420–1432. doi:10.1080/0309877X.2018.1490950.
  • Petty, G. 2006. Evidence Based Teaching. A Practical Guide. London: Nelson Thornes.
  • Rust, C. 2007. “Towards a Scholarship of Assessment.” Assessment & Evaluation in Higher Education 32 (2): 229–237. doi:10.1080/02602930600805192.
  • Rust, C., M. Price, and B. O’Donovan. 2003. “Improving Students’ Learning by Developing Their Understanding of Assessment Criteria and Processes.” Assessment & Evaluation in Higher Education 28 (2): 146–164. doi:10.1080/02602930301671.
  • Sadler, D. R. 2005. “Interpretations of Criteria Based Assessment and Grading in Higher Education.” Assessment & Evaluation in Higher Education 30 (2): 175–194. doi:10.1080/0260293042000264262.
  • Sadler, D. R. 2009. “Indeterminacy in the Use of Preset Criteria for Assessment and Grading.” Assessment & Evaluation in Higher Education 34 (2): 159–179. doi:10.1080/02602930801956059.
  • Sambell, K., L. McDowell, and C. Montgomery. 2012. Assessment for Learning in Higher Education. London: Routledge.
  • Sternberg, R. J. 1997. Thinking Styles. Cambridge: Cambridge University Press.
  • Stowell, M. 2004. “Equity, Justice and Standards: Assessment Decision Making in Higher Education.” Assessment & Evaluation in Higher Education 29 (4): 495–510. doi:10.1080/02602930310001689055.
  • Taras, M. 2001. “The Use of Tutor Feedback and Student Self-Assessment in Summative assessment Tasks: Towards Transparency for Students and for Tutors.” Assessment & Evaluation in Higher Education 26 (6): 605–614. doi:10.1080/02602930120093922.
  • Whalley, B., D. France, J. Park, A. Mauchline, and K. Welsh. 2020. “Developing Active Personal Learning Environments on Smart Mobile Devices.” In Proceedings of the Future Technologies Conference (FTC) 2019, edited by K. Arai, R. Bhatia, and S. Kapoor, 871–889. Cham, Switzerland: Springer Nature.
  • Whalley, W. B. 2015. “Evaluating Student Assessments: The Use of Optimal Foraging Theory.” Assessment & Evaluation in Higher Education 41 (2): 183–198. doi:10.1080/02602938.2014.991909.
  • Whalley, W. B. 2019. “Towards Institutional ‘quality Education’ Policies in Higher Education: A Schema for Their Implementation.” Quality in Higher Education 25: 340–358. doi:10.1080/13538322.2019.1684041.
  • Williams, P., J. Wray, H. Farrall, and J. Aspland. 2014. “Fit for Purpose: Traditional Assessment Is Failing Undergraduates with Learning Difficulties. Might eAssessment Help?” International Journal of Inclusive Education 18 (6): 614–625. doi:10.1080/13603116.2013.802029.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.