메뉴 건너뛰기




Volumn 30, Issue 2, 2012, Pages 253-267

Assessment and learning: Is it time to rethink student activities and academic roles?

Author keywords

Assessment; Curriculum and learning objectives; Self assessment; Teaching and learning

Indexed keywords


EID: 84879932344     PISSN: 02124068     EISSN: 19899106     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (23)

References (19)
  • 1
    • 0002029393 scopus 로고
    • From teaching to learning: A new paradigm for undergraduate education
    • Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27 (6), 13-25.
    • (1995) Change , vol.27 , Issue.6 , pp. 13-25
    • Barr, R.B.1    Tagg, J.2
  • 3
    • 0004009347 scopus 로고    scopus 로고
    • (2nd ed.). Buckingham, England: Society for Research in Higher Education - Open University Press
    • Biggs, J. B. (2003). Teaching for quality learning in university (2nd ed.). Buckingham, England: Society for Research in Higher Education - Open University Press.
    • (2003) Teaching for Quality Learning in University
    • Biggs, J.B.1
  • 4
    • 84923474525 scopus 로고
    • Assessment and the promotion of academic values
    • Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education, 15 (1), 101-111.
    • (1990) Studies in Higher Education , vol.15 , Issue.1 , pp. 101-111
    • Boud, D.1
  • 6
    • 79955501713 scopus 로고    scopus 로고
    • Enhancing the quality of student learning through the use of subject learning plans
    • Boyle, P., & Trevitt, C. (1997). Enhancing the quality of student learning through the use of subject learning plans. Higher Education Research and Development, 16 (3), 293-308.
    • (1997) Higher Education Research and Development , vol.16 , Issue.3 , pp. 293-308
    • Boyle, P.1    Trevitt, C.2
  • 8
    • 0011015293 scopus 로고    scopus 로고
    • Implicit theories, unexamined assumptions and the status quo of educational assessment
    • Delandshere, G. (2001). Implicit theories, unexamined assumptions and the status quo of educational assessment. Assessment in Education, 8 (2), 113-133.
    • (2001) Assessment in Education , vol.8 , Issue.2 , pp. 113-133
    • Delandshere, G.1
  • 10
    • 0346131955 scopus 로고    scopus 로고
    • Student writing in higher education: An academic literacies approach
    • Lea, M. R., & Street, B. V. (1998). Student writing in higher education: an academic literacies approach. Studies in Higher Education, 23 (2), 157-172.
    • (1998) Studies in Higher Education , vol.23 , Issue.2 , pp. 157-172
    • Lea, M.R.1    Street, B.V.2
  • 12
    • 33645227268 scopus 로고    scopus 로고
    • Formative assessment and self-regulated learning: A model and seven principles of good practice
    • Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good practice. Studies in Higher Education, 31 (2), 199-218.
    • (2006) Studies in Higher Education , vol.31 , Issue.2 , pp. 199-218
    • Nicol, D.1    MacFarlane-Dick, D.2
  • 14
    • 84982510713 scopus 로고
    • On the definition of feedback
    • Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28, 4-13.
    • (1983) Behavioural Science , vol.28 , pp. 4-13
    • Ramaprasad, A.1
  • 15
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Sadler, R. (1989). Formative assessment and the design of instructional systems, Instructional Science, 18, 119-144.
    • (1989) Instructional Science , vol.18 , pp. 119-144
    • Sadler, R.1
  • 16
    • 28744447217 scopus 로고    scopus 로고
    • Assessment-summative and formative-some theoretical reflections
    • Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British Journal of Educational Studies, 53 (4), 466-478.
    • (2005) British Journal of Educational Studies , vol.53 , Issue.4 , pp. 466-478
    • Taras, M.1
  • 17
    • 56449114820 scopus 로고    scopus 로고
    • Learning in academia is more than academic learning: Action research in academic practice for and with medical academics
    • Trevitt, C. (2008). Learning in academia is more than academic learning: action research in academic practice for and with medical academics. Educational Action Research,16 (4), 495-515.
    • (2008) Educational Action Research , vol.16 , Issue.4 , pp. 495-515
    • Trevitt, C.1
  • 18
    • 84859893247 scopus 로고    scopus 로고
    • Advancing assessment practice in Continuing Professional Learning (CPL): Toward a richer understanding of teaching portfolios for learning and assessment
    • doi:10.1080/1360144X.2011.589004
    • Trevitt, C., Stocks, C., & Quinlan, K. M. (2011). Advancing assessment practice in Continuing Professional Learning (CPL): toward a richer understanding of teaching portfolios for learning and assessment. International Journal for Academic Development, 17 (2), 163-175. doi:10.1080/1360144X.2011. 589004
    • (2011) International Journal for Academic Development , vol.17 , Issue.2 , pp. 163-175
    • Trevitt, C.1    Stocks, C.2    Quinlan, K.M.3
  • 19
    • 79957839881 scopus 로고    scopus 로고
    • Summative assessment: Dealing with the 'measurement fallacy'
    • Yorke, M. (2011). Summative assessment: dealing with the 'measurement fallacy'. Studies in Higher Education, 36 (3), 251-273.
    • (2011) Studies in Higher Education , vol.36 , Issue.3 , pp. 251-273
    • Yorke, M.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.