Assessment & Evaluation in Higher Education

Titel Veröffentlichungsdatum Sprache Zitate
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used2010/08/01English71
‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy2016/08/29English71
Clarifying different types of portfolio use2003/12/01English70
Examining the nature and effects of feedback dialogue2018/02/02English70
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches2013/06/01English70
An Evaluation of the Use of Peer Assessment in Higher Education: a case study in the School of Music, Kingston University1997/12/01English70
Rubrics as a way of providing transparency in assessment2014/01/02English69
ASSESSMENT OF CLINICAL COMPETENCE: WRITTEN AND COMPUTER‐BASED SIMULATIONS1987/09/01English68
Student Perspectives on Teaching and its Evaluation2002/09/01English68
Further Developments in Peer Assessment of Group Projects1994/01/01English68
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students2013/05/01English68
Strategies for using feedback students bring to higher education2009/02/01English67
Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied1997/09/01English67
A Survey of Methods of Deriving Individual Grades from Group Assessments1996/09/01English67
The challenges of feedback in higher education2019/04/05English67
Managing dialogic use of exemplars2016/07/20English67
Student perceptions of peer assessment: an interdisciplinary study2013/11/20English66
Assessing Learning Quality: reconciling institutional, staff and educational demands1996/03/01English66
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity2010/03/01English66
Feeling feedback: students’ emotional responses to educator feedback2017/12/13English66
Peer learning and learning‐oriented assessment in technology‐enhanced environments2006/08/01English66
The Effect of Scoring Criteria Specificity on Peer and Self-assessment2003/08/01English66
Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria2015/03/23English65
Influences on the assessment of graduate attributes in higher education2010/05/01English65
Peer Assessment of Contributions to a Group Project: A comparison of holistic and category-based approaches2001/01/01English64
The Evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK Higher Education2001/01/01English64
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience2013/11/01English64
Integrative assessment: reframing assessment practice for current and future learning2012/02/01English64
STUDENT ATTITUDES TOWARDS APPROACHES TO LEARNING AND ASSESSMENT1992/03/01English64
Dealing with free‐riders in assessed group work: results from a study at a UK university2011/07/01English64