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Assessment in Education: Principles, Policy & Practice Volume 31, 2024 - Issue 1
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Editorial

Insight from research across the world: examining student responses, assessment practices, and feedback engagement

Therese HopfenbeckFaculty of Education, The Assessment and Evaluation Research Centre, University of Melbourne, Melbourne, Australia Correspondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1402-7031View further author information
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Pages 1-4 | Published online: 16 Apr 2024

References

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  • Gamlem, S. M., Segaran, M., & Moltudal, S. (2024). Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions. Assessment in Education Principles, Policy & Practice, 1–19. https://doi.org/10.1080/0969594X.2024.2325365
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  • Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251). https://doi.org/10.1126/science.aac4716
  • Panadero, E. (2023). Towards a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist, 58(3), 193–204. https://doi.org/10.1080/00461520.2023.2223642
  • Patall, E. A. (2021). Implications of the open science era for educational psychology research syntheses. Educational Psychologist, 56(2), 142–160. https://doi.org/10.1080/00461520.2021.1897009
  • Steinmann, I., Chen, J., & Braeken, J. (2024). Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender, assessment in education: Principles. Assessment in Education Principles, Policy & Practice, 1–28. https://doi.org/10.1080/0969594X.2024.2318554
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