-
2
-
-
84937326852
-
A Process Genre Approach to Teaching Writing
-
Badger, R., and G., White. 2000. “A Process Genre Approach to Teaching Writing.” ELT Journal 54 (2): 153–60.
-
(2000)
ELT Journal
, vol.54
, Issue.2
, pp. 153-160
-
-
Badger, R.1
White, G.2
-
4
-
-
79955553276
-
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
-
5
-
-
84918934457
-
Sustainable feedback and the development of student self-evaluative capacities
-
Merry S., Price M., Carless D., Taras M., (eds), New York: Routledge,. (Eds
-
Carless, D. 2013. Sustainable feedback and the development of student self-evaluative capacities. In S., Merry, M., Price, D., Carless, & M., Taras (Eds.), Reconceptualising feedback in higher education. (pp. 117–126). New York: Routledge.
-
(2013)
Reconceptualising feedback in higher education
, pp. 117-126
-
-
Carless, D.1
-
7
-
-
84988505409
-
Feedback as Dialogue
-
–,. Retrieved at, -1
-
Carless, D. 2016. “Feedback as Dialogue.” Encyclopaedia of Educational Philosophy and Theory: 1–6. Retrieved at http://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_389-1
-
(2016)
Encyclopaedia of Educational Philosophy and Theory
, pp. 1-6
-
-
Carless, D.1
-
9
-
-
85046462404
-
The Development of Student Feedback Literacy: Enabling Uptake of Feedback
-
Carless, D., and D., Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325.
-
(2018)
Assessment & Evaluation in Higher Education
, vol.43
, Issue.8
, pp. 1315-1325
-
-
Carless, D.1
Boud, D.2
-
10
-
-
85048743989
-
Developing students’ capacities for evaluative judgement through analysing exemplars
-
Boud D., Ajjawi R., Dawson P., Tai J., (eds), London: Routledge, and,. (Eds
-
Carless, D., K. K. H., Chan, J., To, M., Lo, and E., Barrett. 2018. Developing students’ capacities for evaluative judgement through analysing exemplars. In D., Boud, R., Ajjawi, P., Dawson and J., Tai (Eds), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. (pp. 108–116). London: Routledge.
-
(2018)
Developing evaluative judgement in higher education: Assessment for knowing and producing quality work
, pp. 108-116
-
-
Carless, D.1
Chan, K.K.H.2
To, J.3
Lo, M.4
Barrett, E.5
-
11
-
-
85060667294
-
Three Paradigms of Classroom Assessment: Implications for Written Feedback Research
-
Advanced online publication
-
Chong, S. W. 2017. “Three Paradigms of Classroom Assessment: Implications for Written Feedback Research.” Language Assessment Quarterly: 1. Advanced online publication.
-
(2017)
Language Assessment Quarterly
, pp. 1
-
-
Chong, S.W.1
-
12
-
-
85017651622
-
Interplay among Technical, Socio-Emotional and Personal Factors in Written Feedback Research
-
Chong, I. 2018. “Interplay among Technical, Socio-Emotional and Personal Factors in Written Feedback Research.” Assessment & Evaluation in Higher Education 43 (2): 185–96.
-
(2018)
Assessment & Evaluation in Higher Education
, vol.43
, Issue.2
, pp. 185-196
-
-
Chong, I.1
-
13
-
-
85028373727
-
Assessment for learning; Assessment as learning: Changing practices means changing beliefs
-
Hong Kong Education B., (ed), The Hong Kong Government Printer,. (Ed.),. (Issue 2) (). Hong Kong
-
Earl, L. M. 2013. Assessment for learning; Assessment as learning: Changing practices means changing beliefs. In Hong Kong Education Bureau, (Ed.), Assessment and learning. (Issue 2) (pp. 1–5). Hong Kong: The Hong Kong Government Printer.
-
(2013)
Assessment and learning
, pp. 1-5
-
-
Earl, L.M.1
-
14
-
-
0003411751
-
-
New York, NY: Plenum
-
Feuerstein, R., Y., Rand, and J., Rynders. 1988. Don’t accept me as I am. New York, NY: Plenum.
-
(1988)
Don’t accept me as I am
-
-
Feuerstein, R.1
Rand, Y.2
Rynders, J.3
-
15
-
-
33744781376
-
Metacognition and Cognitive Monitoring:A New Area of Cognitive–Developmental Inquiry
-
Flavell, J. H. 1979. “Metacognition and Cognitive Monitoring:A New Area of Cognitive–Developmental Inquiry.” American Psychologist 34 (10): 906–11.
-
(1979)
American Psychologist
, vol.34
, Issue.10
, pp. 906-911
-
-
Flavell, J.H.1
-
16
-
-
0347195168
-
An Educational, or Process, Approach to the Teaching of Professional Genres
-
Flowerdew, J. 1993. “An Educational, or Process, Approach to the Teaching of Professional Genres.” ELT Journal 47 (4): 305–16.
-
(1993)
ELT Journal
, vol.47
, Issue.4
, pp. 305-316
-
-
Flowerdew, J.1
-
19
-
-
84879651297
-
Helping Students Understand the Standards of Work Expected in an Essay: Using Exemplars in Mathematics Pre-Service Education Classes
-
Hendry, G., and J., Anderson. 2013. “Helping Students Understand the Standards of Work Expected in an Essay: Using Exemplars in Mathematics Pre-Service Education Classes.” Assessment & Evaluation in Higher Education 38 (6): 754–68.
-
(2013)
Assessment & Evaluation in Higher Education
, vol.38
, Issue.6
, pp. 754-768
-
-
Hendry, G.1
Anderson, J.2
-
20
-
-
84906314577
-
Implementing an Exemplar-Based Approach in an Interaction Design Subject: Enhancing Students’ Awareness of the Need to Be Creative
-
Hendry, G. D., and M., Tomitsch. 2014. “Implementing an Exemplar-Based Approach in an Interaction Design Subject: Enhancing Students’ Awareness of the Need to Be Creative.” International Journal of Technology and Design Education 24 (3): 337–48.
-
(2014)
International Journal of Technology and Design Education
, vol.24
, Issue.3
, pp. 337-348
-
-
Hendry, G.D.1
Tomitsch, M.2
-
21
-
-
84977142915
-
Providing Exemplar-Based ‘Feedforward’ before an Assessment: The Role of Teacher Explanation
-
Hendry, G. D., P., White, and C., Herbert. 2016. “Providing Exemplar-Based ‘Feedforward’ before an Assessment: The Role of Teacher Explanation.” Active Learning in Higher Education 17 (2): 99–109.
-
(2016)
Active Learning in Higher Education
, vol.17
, Issue.2
, pp. 99-109
-
-
Hendry, G.D.1
White, P.2
Herbert, C.3
-
24
-
-
36148983066
-
Genre Pedagogy: Language, Literacy and L2 Writing Instruction
-
Hyland, K. 2007. “Genre Pedagogy: Language, Literacy and L2 Writing Instruction.” Journal of Second Language Writing 16 (3): 148–64.
-
(2007)
Journal of Second Language Writing
, vol.16
, Issue.3
, pp. 148-164
-
-
Hyland, K.1
-
27
-
-
41549107463
-
Feedback in Hong Kong Secondary Writing Classrooms: Assessment for Learning or Assessment of Learning?
-
Lee, I. 2007. “Feedback in Hong Kong Secondary Writing Classrooms: Assessment for Learning or Assessment of Learning?” Assessing Writing 12 (3): 180–98.
-
(2007)
Assessing Writing
, vol.12
, Issue.3
, pp. 180-198
-
-
Lee, I.1
-
28
-
-
84894451605
-
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
-
Lee, I. 2014. “Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives.” TESOL Quarterly 48 (1): 201–13.
-
(2014)
TESOL Quarterly
, vol.48
, Issue.1
, pp. 201-213
-
-
Lee, I.1
-
30
-
-
0037924371
-
Process and Post-Process: A Discursive History
-
Matsuda, P. K. 2003. “Process and Post-Process: A Discursive History.” Journal of Second Language Writing 12 (1): 65–83.
-
(2003)
Journal of Second Language Writing
, vol.12
, Issue.1
, pp. 65-83
-
-
Matsuda, P.K.1
-
31
-
-
84911054084
-
The impact of emotions in feedback
-
Merry S., Price M., Carless D., Taras M., (eds), New York: Routledge, and,. (Eds
-
Molloy, E., F., Borrell-Carrió, and R., Epstein. 2013. The impact of emotions in feedback. In S., Merry, M., Price, D., Carless, & M., Taras (Eds.), Reconceptualising feedback in higher education. (pp. 50–71). New York: Routledge.
-
(2013)
Reconceptualising feedback in higher education
, pp. 50-71
-
-
Molloy, E.1
Borrell-Carrió, F.2
Epstein, R.3
-
32
-
-
67650742090
-
Developing Student Understanding of Assessment Standards: A Nested Hierarchy of Approaches
-
O’Donovan, B., M., Price, and C., Rust. 2008. “Developing Student Understanding of Assessment Standards: A Nested Hierarchy of Approaches.” Teaching in Higher Education 13 (2): 205–17.
-
(2008)
Teaching in Higher Education
, vol.13
, Issue.2
, pp. 205-217
-
-
O’Donovan, B.1
Price, M.2
Rust, C.3
-
33
-
-
4544237253
-
The Use of Exemplars and Formative Feedback When Using Student Derived Marking Criteria in Peer and Self- Assessment
-
Orsmond, P., S., Merry, and K., Reiling. 2002. “The Use of Exemplars and Formative Feedback When Using Student Derived Marking Criteria in Peer and Self- Assessment.” Assessment & Evaluation in Higher Education 27 (4): 309–23.
-
(2002)
Assessment & Evaluation in Higher Education
, vol.27
, Issue.4
, pp. 309-323
-
-
Orsmond, P.1
Merry, S.2
Reiling, K.3
-
34
-
-
0345949101
-
Explaining Hong Kong Students' Response to Process Writing: An Exploration of Causes and Outcomes
-
Pennington, M. C., M. N., Brock, and F., Yue. 1996. “Explaining Hong Kong Students' Response to Process Writing: An Exploration of Causes and Outcomes.” Journal of Second Language Writing 5 (3): 227–52.
-
(1996)
Journal of Second Language Writing
, vol.5
, Issue.3
, pp. 227-252
-
-
Pennington, M.C.1
Brock, M.N.2
Yue, F.3
-
36
-
-
85057318851
-
-
February)., Implementing thinking the school’s curriculum,. Paper presented at the meeting of the International Association for Cognitive Education, Riverside, CA
-
Presseisen, B. Z. 1992. February). Implementing thinking in the school’s curriculum. Paper presented at the meeting of the International Association for Cognitive Education, Riverside, CA.
-
(1992)
-
-
Presseisen, B.Z.1
-
37
-
-
79955569491
-
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): 535–50.
-
(2010)
Assessment & Evaluation in Higher Education
, vol.35
, Issue.5
, pp. 535-550
-
-
Sadler, D.R.1
-
38
-
-
59849124050
-
A Conceptual Analysis of Five Measures of Metacognitive Monitoring
-
Schraw, G. 2009. “A Conceptual Analysis of Five Measures of Metacognitive Monitoring.” Metacognition and Learning 4 (1): 33–45.
-
(2009)
Metacognition and Learning
, vol.4
, Issue.1
, pp. 33-45
-
-
Schraw, G.1
-
39
-
-
84879633623
-
No Longer Exempt from Good Practice: Using Exemplars to Close the Feedback Gap for Exams
-
Scoles, J., M., Huxham, and J., McArthur. 2013. “No Longer Exempt from Good Practice: Using Exemplars to Close the Feedback Gap for Exams.” Assessment & Evaluation in Higher Education 38 (6): 631–45.
-
(2013)
Assessment & Evaluation in Higher Education
, vol.38
, Issue.6
, pp. 631-645
-
-
Scoles, J.1
Huxham, M.2
McArthur, J.3
-
40
-
-
84872423405
-
Assessment Literacy and Student Learning: The Case for Explicitly Developing Students’ ‘Assessment Literacy
-
Smith, C. D., 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.D.1
Worsfold, K.2
Davies, L.3
Fisher, R.4
McPhail, R.5
-
41
-
-
85044054306
-
Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda
-
Storch, N. 2018. “Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda.” Language Teaching 51 (02): 262–77.
-
(2018)
Language Teaching
, vol.51
, Issue.2
, pp. 262-277
-
-
Storch, N.1
-
42
-
-
0038554973
-
Process Approaches in ESL/EFL Writing Instruction
-
Susser, B. 1994. “Process Approaches in ESL/EFL Writing Instruction.” Journal of Second Language Writing 3: 31–47.
-
(1994)
Journal of Second Language Writing
, vol.3
, pp. 31-47
-
-
Susser, B.1
-
43
-
-
85113308721
-
-
2nd ed, Bristol, HK: Multilingual Matters
-
Swain, M., P., Kinnear, and L., Steinman. 2015. Sociocultural theory in second language education: An introduction through narratives. (2nd ed.). Bristol, HK: Multilingual Matters
-
(2015)
Sociocultural theory in second language education: An introduction through narratives
-
-
Swain, M.1
Kinnear, P.2
Steinman, L.3
-
45
-
-
85038114557
-
Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work
-
Tai, J., R., Ajjawi, D., Boud, P., Dawson, and E., Panadero. 2018. “Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work.” Higher Education 76 (3): 467–81.
-
(2018)
Higher Education
, vol.76
, Issue.3
, pp. 467-481
-
-
Tai, J.1
Ajjawi, R.2
Boud, D.3
Dawson, P.4
Panadero, E.5
-
46
-
-
0346681736
-
-
Oxford: Oxford University Press
-
Tribble, C. 1996. Writing. Oxford: Oxford University Press.
-
(1996)
Writing
-
-
Tribble, C.1
-
48
-
-
0040715899
-
Metacognitive Knowledge and Language Learning
-
Wenden, A. L. 1998. “Metacognitive Knowledge and Language Learning.” Applied Linguistics 19 (4): 515–37.
-
(1998)
Applied Linguistics
, vol.19
, Issue.4
, pp. 515-537
-
-
Wenden, A.L.1
-
49
-
-
79955560841
-
The Impact of Formative Feedback on the Development of Academic Writing
-
Wingate, U. 2010. “The Impact of Formative Feedback on the Development of Academic Writing.” Assessment & Evaluation in Higher Education 35 (5): 519–33.
-
(2010)
Assessment & Evaluation in Higher Education
, vol.35
, Issue.5
, pp. 519-533
-
-
Wingate, U.1
-
50
-
-
0009384992
-
-
Psychology Press, and, London, UK
-
Wray, D., and M., Lewis. 1997. Extending literacy: Children reading and writing non- fiction. Psychology Press, London, UK.
-
(1997)
Extending literacy: Children reading and writing non- fiction
-
-
Wray, D.1
Lewis, M.2
-
51
-
-
0037878718
-
Paradigms and problems: Needed research in rhetorical invention
-
Cooper C.R., Odell L., (eds), Urbana, IL: National Council of Teachers of English,. (Eds
-
Young, R. E. 1978. Paradigms and problems: Needed research in rhetorical invention. In C. R., Cooper & L., Odell (Eds.), Research on composing: Points of departure. (pp. 29–48). Urbana, IL: National Council of Teachers of English.
-
(1978)
Research on composing: Points of departure
, pp. 29-48
-
-
Young, R.E.1
-
52
-
-
84926130822
-
The Road to Self-Assessment: Exemplar Marking before Peer Review Develops First Year Students’ Capacity to Judge the Quality of a Scientific Report
-
Yucel, R., F. L., Bird, J., Young, and T., Blanksby. 2014. “The Road to Self-Assessment: Exemplar Marking before Peer Review Develops First Year Students’ Capacity to Judge the Quality of a Scientific Report.” Assessment & Evaluation in Higher Education 39 (8): 971–86.
-
(2014)
Assessment & Evaluation in Higher Education
, vol.39
, Issue.8
, pp. 971-986
-
-
Yucel, R.1
Bird, F.L.2
Young, J.3
Blanksby, T.4
|