Does continuous assessment in higher education support student learning?

Higher Education

Volumn 64, Issue 4, 2012, Pages 489-502

  Hernández, Rosario ^a  

^a UNIVERSITY COLLEGE DUBLIN   (Ireland)

Author keywords

Continuous assessment; Feedback; Higher education; Student learning

Indexed keywords

EID: 84866104254     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-012-9506-7     Document Type: Article

References (41)

1. Biggs, J. B. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: SRHE and Open University Press.
2. Bishop, G. (2004). First steps towards electronic marking of language assignments. Language Learning Journal, 29, 42-46.
3. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
4. Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. Berkshire: Open University Press.
5. Brown, S. (1999). Institutional strategies for assessment. In S. Brown & A. Glasner (Eds.), Assessment matters in higher education: Choosing and using diverse approaches (pp. 3-13). Buckingham: SRHE and Open University Press.
6. Brown, E., & Glover, C. (2006). Evaluating written feedback. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 81-91). London: Routledge.
7. Brown, S., & Knight, P. (1994). Assessing learners in higher education. London: Kogan Page.
8. Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing student learning in higher education. London: Routledge.
9. Bryan, C., & Clegg, K. (2006). Introduction. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 1-7). London: Routledge.
10. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
11. Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
12. Crisp, B. (2007). Is it worth the effort? How feedback influences students' subsequent submission of assessable work. Assessment and Evaluation in Higher Education, 32(5), 571-581.
13. Gibbs, G. (1999). Using assessment strategically to change the way students learn. In S. Brown & A. Glasner (Eds.), Assessment matters in higher education: Choosing and using diverse approaches (pp. 41-53). London: SRHE and Open University Press.
14. Gibbs, G. (2006a). How assessment frames student learning. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 23-36). London: Routledge.
15. Gibbs, G. (2006b). Why assessment is changing. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 11-22). London: Routledge.
16. Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1, 3-31.
17. Gibbs, G., Simpson, C., & Macdonald, R. (2003). Improving student learning through changing assessment- a conceptual and practical framework. Paper presented at the 2003 European Association for Research into Learning and Instruction Conference, Padova, Italy. Retrieved 3 July 2004, from http://www. open. ac. uk/science/fdtl/pub. htm.
18. Hernández, R. (2008). The challenges of engaging students with feedback. Paper presented at the 4th Biennial EARLI/Northumbria Assessment Conference, 27-29 August, Postdam/Berlin.
19. Heywood, J. (2000). Assessment in higher education. London: Jessica Kingsley.
20. Higgins, R., Hartley, P., & Skelton, A. (2001). Getting the message across: The problem of communicating assessment feedback. Teaching in Higher Education, 6(2), 269-274.
21. Isaksson, S. (2007). Assess as you go: The effect of continuous assessment on student learning during a short course in archaeology. Asessment and Evaluation in Higher Education, 33(1), 1-7.
22. Joughin, G. (2004, November). Learning oriented assessment: A conceptual framework. Paper presented at the effective learning and teaching conference, Brisbane. Retrieved June 14, 2007, from http://www. ied. edu. hk/loap/ETL_Joughin_LOAP. pdf.
23. Joughin (2009). Assessment, learning and judgment in higher education: A critical review. In G. Joughin (Ed.), Assessment, learning and judgment in higher education (pp. 13-27). doi: 10. 1007/978-1-4020-8905-3: Springer Science and Business Media.
24. Knight, P. T., & Yorke, M. (2003). Assessment, learning and employability. Maidenhead: SRHE and Open University Press.
25. Maclellan, E. (2001). Assessment for learning: The differing perceptions of tutors and students. Assessment and Evaluation in Higher Education, 26(4), 307-318.
26. McDowell, L., & Sambell, K. (1999). The experience of innovative assessment: Student perspectives. In S. Brown & A. Glasner (Eds.), Assessment matters in higher education: Choosing and using diverse approaches (pp. 71-82). Buckingham: SRHE and Open University Press.
27. McDowell, L., Sambell, K., Bazin, V., Penlington, R., Wakelin, D., Wickes, H., et al. (2005). Assessment for learning: Current practice exemplars from the centre for excellence in teaching and learning, guides for staff. Newcastle: University of Northumbria at Newcastle.
28. Quality Assurance Agency for Higher Education. (2007). Integrative assessment: Balancing assessment of learning and assessment for learning. Retrieved June 12, 2007, from http://www. enhancementthemes. ac. uk/.
29. Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge/Falmer.
30. Robson, C. (2002). Real world research (2nd ed.). Oxford: Blackwell.
31. Rowntree, D. (1987). Assessing students: How shall we know them? London and New York: Harper & Row.
32. Rust, C. (2002). The impact of assessment on student learning. Active Learning in Higher Education, 3(2), 145-158.
33. Sadler, D. R. (1989). Formative assessment in the design of instructional systems. Instructional Science, 18, 119-144.
34. Schmidt, M., & Ó Dochartaigh, P. (2001). Assessment in modern languages: Getting it right. Coleraine: University of Ulster Publications.
35. Scouller K. (1996). The influence of assessment method on students' learning approaches, perceptions and preferences: The assignment essay versus the short answer examination. HERDSA 1996 conference proceedings. Retrieved 27 Nov 2003, from http://www. herdsa. org. au/confs/1996/scouller. html.
36. Scouller, K. (1998). The influence of assessment method on student' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-472.
37. Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
38. Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192.
39. Trotter, E. (2006). Student perceptions of continuous summative assessment. Asessment and Evaluation in Higher Education, 31(5), 505-521.
40. Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501.
41. Yorke, M. (2007). Assessment, especially in the first year of higher education: Old principles in new wrapping? Paper presented at the REAP international online conference on assessment design for learner responsibility. Retrieved 10 June 2007, from http://ewds. strath. ac. uk/REAP07.