메뉴 건너뛰기




Volumn , Issue , 2018, Pages 108-116

Developing students’ capacities for evaluative judgement through analysing exemplars

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85048743989     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315109251     Document Type: Chapter
Times cited : (28)

References (16)
  • 2
    • 79955553276 scopus 로고    scopus 로고
    • Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets
    • Bloxham, S., and L. Campbell. 2010. “Generating dialogue in assessment feedback: exploring the use of interactive cover sheets.” Assessment & Evaluation in Higher Education 35 (3):291-300.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.3 , pp. 291-300
    • Bloxham, S.1    Campbell, L.2
  • 3
    • 8744265617 scopus 로고    scopus 로고
    • Theory and research on teaching as dialogue
    • 4th edn, edited by V. Richardson, Washington, DC: American Educational Research Association
    • Burbules, N., and B. Bruce. 2001. “Theory and research on teaching as dialogue.” In Handbook of Research on Teaching, 4th edn, edited by V. Richardson, 1102-1121. Washington, DC: American Educational Research Association.
    • (2001) Handbook of Research on Teaching , pp. 1102-1121
    • Burbules, N.1    Bruce, B.2
  • 5
    • 79551546708 scopus 로고    scopus 로고
    • From copying to learning: Using exemplars to engage students with assessment criteria and feedback
    • Handley, K., and L. Williams. 2011. “From copying to learning: using exemplars to engage students with assessment criteria and feedback.” Assessment & Evaluation in Higher Education 36 (1): 95-108.
    • (2011) Assessment & Evaluation in Higher Education , vol.36 , Issue.1 , pp. 95-108
    • Handley, K.1    Williams, L.2
  • 6
    • 84890351536 scopus 로고    scopus 로고
    • Rethinking feedback practices in higher education: A peer review perspective
    • Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking feedback practices in higher education: a peer review perspective.” Assessment & Evaluation in Higher Education39 (1): 102-122.
    • (2014) Assessment & Evaluation in Higher Education , vol.39 , Issue.1 , pp. 102-122
    • Nicol, D.1    Thomson, A.2    Breslin, C.3
  • 8
    • 4043178469 scopus 로고    scopus 로고
    • Scaffolding complex learning: The mechanisms of structuring and problematizing student work
    • Reiser, B. 2004. “Scaffolding complex learning: the mechanisms of structuring and problematizing student work.” Journal of the Learning Sciences 13: 273-304.
    • (2004) Journal of the Learning Sciences , vol.13 , pp. 273-304
    • Reiser, B.1
  • 9
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Sadler, D. R. 1989. “Formative assessment and the design of instructional systems.” Instructional Science 18 (2): 119-144.
    • (1989) Instructional Science , vol.18 , Issue.2 , pp. 119-144
    • Sadler, D.R.1
  • 10
    • 79955569491 scopus 로고    scopus 로고
    • Beyond feedback: Developing student capability in complex appraisal
    • Sadler, D. R. 2010. “Beyond feedback: developing student capability in complex appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535-550.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.5 , pp. 535-550
    • Sadler, D.R.1
  • 11
    • 84918932336 scopus 로고    scopus 로고
    • Opening up feedback: Teaching learners to see
    • edited by S. Merry, M. Price, D. Carless, and M. Taras, London: Routledge
    • Sadler, D. R. 2013. “Opening up feedback: teaching learners to see.” In Reconceptualising Feedback in Higher Education: Developing Dialogue with Students, edited by S. Merry, M. Price, D. Carless, and M. Taras, 54-63. London: Routledge.
    • (2013) Reconceptualising Feedback in Higher Education: Developing Dialogue with Students , pp. 54-63
    • Sadler, D.R.1
  • 13
    • 84872423405 scopus 로고    scopus 로고
    • Assessment literacy and student learning: The case for explicitly developing students’ ‘assessment literacy’
    • Smith, C., K. Worsfold, L. Davies, R. Fisher, and R. McPhail. 2013. “Assessment literacy and student learning: the case for explicitly developing students’ ‘assessment literacy’.” Assessment & Evaluation in Higher Education 38 (1): 44-60.
    • (2013) Assessment & Evaluation in Higher Education , vol.38 , Issue.1 , pp. 44-60
    • Smith, C.1    Worsfold, K.2    Davies, L.3    Fisher, R.4    McPhail, R.5
  • 14
    • 84949642626 scopus 로고    scopus 로고
    • The role of peer-assisted learning in building evaluative judgment: Opportunities in clinical medical education
    • Tai, J., B. Canny, T. Haines, and E. Molloy. 2016. “The role of peer-assisted learning in building evaluative judgment: opportunities in clinical medical education.” Advances in Health Sciences 21 (3): 659-676.
    • (2016) Advances in Health Sciences , vol.21 , Issue.3 , pp. 659-676
    • Tai, J.1    Canny, B.2    Haines, T.3    Molloy, E.4
  • 15
    • 84924115385 scopus 로고    scopus 로고
    • Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies
    • To, J., and D. Carless. 2016. “Making productive use of exemplars: peer discussion and teacher guidance for positive transfer of strategies.” Journal of Further and Higher Education 40 (6): 746-764.
    • (2016) Journal of Further and Higher Education , vol.40 , Issue.6 , pp. 746-764
    • To, J.1    Carless, D.2
  • 16
    • 84909243923 scopus 로고    scopus 로고
    • Beyond more versus less: A reframing of the debate on instructional guidance
    • edited by S. Tobias, and T. Duffy, New York: Routledge
    • Wise, A., and K. O’Neill. 2009. “Beyond more versus less: a reframing of the debate on instructional guidance.” In Constructivist Instruction: Success or Failure?, edited by S. Tobias, and T. Duffy, 82-105. New York: Routledge.
    • (2009) Constructivist Instruction: Success or Failure? , pp. 82-105
    • Wise, A.1    O’Neill, K.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.