메뉴 건너뛰기




Volumn , Issue , 2012, Pages 1-167

Assessment for learning in higher education

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85084626611     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203818268     Document Type: Book
Times cited : (89)

References (193)
  • 2
    • 84971444448 scopus 로고    scopus 로고
    • Oxford: Oxford Brookes University. Online (accessed 15/05/12)
    • ASKe (2007) How to make your feedback work in three easy steps! Oxford: Oxford Brookes University. Online. Available: (accessed 15/05/12).
    • (2007) How to make your feedback work in three easy steps!
  • 3
    • 27944495435 scopus 로고    scopus 로고
    • Gifts, ping-pong and loops: Linking feedback and learning
    • in Askew, S. (ed.) London: Routledge
    • Askew, S. and Lodge, C. (2000) 'Gifts, ping-pong and loops: Linking feedback and learning', in Askew, S. (ed.) Feedback for learning, London: Routledge, pp. 1-18.
    • (2000) Feedback for learning , pp. 1-18
    • Askew, S.1    Lodge, C.2
  • 4
    • 34547687495 scopus 로고    scopus 로고
    • A conceptual framework for the teaching and learning of generic graduate attributes
    • Barrie, S. (2007) 'A conceptual framework for the teaching and learning of generic graduate attributes', Studies in Higher Education, 32: 439-458.
    • (2007) Studies in Higher Education , vol.32 , pp. 439-458
    • Barrie, S.1
  • 5
    • 0010740770 scopus 로고    scopus 로고
    • Making their own way: Narratives for transforming Higher Education to promote self-development
    • Sterling, VA: Stylus.
    • Baxter Magolda, M.B. (2001) Making their own way: Narratives for transforming Higher Education to promote self-development, Sterling, VA: Stylus.
    • (2001)
    • Baxter Magolda, M.B.1
  • 6
    • 84904825621 scopus 로고    scopus 로고
    • An approach to learning activity design
    • in Beetham, H. and Sharpe, R. (eds) London: Routledge, pp. 26-38
    • Beetham, H. (2007) 'An approach to learning activity design', in Beetham, H. and Sharpe, R. (eds) Rethinking pedagogy for a digital age, London: Routledge, pp. 26-38.
    • (2007) Rethinking pedagogy for a digital age
    • Beetham, H.1
  • 9
    • 79955537907 scopus 로고    scopus 로고
    • Assessing learning quality: Reconciling institutional, staff and educational demands
    • Biggs, J. (1996) 'Assessing learning quality: Reconciling institutional, staff and educational demands', Assessment and Evaluation in Higher Education, 21: 5-15.
    • (1996) Assessment and Evaluation in Higher Education , vol.21 , pp. 5-15
    • Biggs, J.1
  • 15
    • 0001446935 scopus 로고    scopus 로고
    • Inside the black box: Raising standards through classroom assessment
    • Black, P. and Wiliam, D. (1998b) 'Inside the black box: Raising standards through classroom assessment', Phi Delta Kappan, 80 (2): 139-148.
    • (1998) Phi Delta Kappan , vol.80 , Issue.2 , pp. 139-148
    • Black, P.1    Wiliam, D.2
  • 19
    • 84893016703 scopus 로고    scopus 로고
    • Assessment in teacher education: Stakeholder conflict and its resolution
    • Bloxham, S. (2008) 'Assessment in teacher education: Stakeholder conflict and its resolution', Practitioner Research in Higher Education, 2: 13-21.
    • (2008) Practitioner Research in Higher Education , vol.2 , pp. 13-21
    • Bloxham, S.1
  • 20
    • 77951197905 scopus 로고    scopus 로고
    • Marking and moderation in the UK: False assumptions and wasted resources
    • Bloxham, S. (2009) 'Marking and moderation in the UK: False assumptions and wasted resources', Assessment and Evaluation in Higher Education, 34: 209-220.
    • (2009) Assessment and Evaluation in Higher Education , vol.34 , pp. 209-220
    • Bloxham, S.1
  • 22
    • 33847185210 scopus 로고    scopus 로고
    • Learning to write in Higher Education: Students' perceptions of an intervention in developing understanding of assessment criteria
    • Bloxham, S. and West, A. (2007) 'Learning to write in Higher Education: Students' perceptions of an intervention in developing understanding of assessment criteria', Teaching in Higher Education, 12: 1, 77-89.
    • (2007) Teaching in Higher Education , vol.12 , Issue.1 , pp. 77-89
    • Bloxham, S.1    West, A.2
  • 23
    • 7544219535 scopus 로고    scopus 로고
    • Assessment of students' feelings of autonomy, competence and social relatedness: A new approach to measuring the quality of the learning process through self and peer assessment
    • in Segers, M., Dochy, F. and Cascallar, E. (eds) Boston, MA: Kluwer Academic Publishers
    • Boekaerts, M. and Minnaert, A. (2003) 'Assessment of students' feelings of autonomy, competence and social relatedness: A new approach to measuring the quality of the learning process through self and peer assessment', in Segers, M., Dochy, F. and Cascallar, E. (eds) Optimising new modes of assessment: In search of qualities and standards, Boston, MA: Kluwer Academic Publishers.
    • (2003) Optimising new modes of assessment: In search of qualities and standardss
    • Boekaerts, M.1    Minnaert, A.2
  • 25
    • 0346289571 scopus 로고    scopus 로고
    • Sustainable assessment: Rethinking assessment for the learning society
    • Boud, D. (2000) 'Sustainable assessment: Rethinking assessment for the learning society', Studies in Continuing Education, 22 (2): 151-167.
    • (2000) Studies in Continuing Education , vol.22 , Issue.2 , pp. 151-167
    • Boud, D.1
  • 26
    • 85014199096 scopus 로고    scopus 로고
    • Foreword
    • in Clegg, K. and Bryan, C. (eds) London: Routledge
    • Boud, D. (2006) 'Foreword', in Clegg, K. and Bryan, C. (eds) Innovative assessment in Higher Education, London: Routledge, pp. xvii-xix.
    • (2006) Innovative assessment in Higher Education , pp. xvii-xix
    • Boud, D.1
  • 27
    • 82855179617 scopus 로고    scopus 로고
    • How can practice reshape assessment?
    • in Joughin, G. (ed.) Dordrecht: Springer
    • Boud, D. (2009) 'How can practice reshape assessment?', in Joughin, G. (ed.) Assessment, learning and judgement in Higher Education, Dordrecht: Springer, pp. 29-43.
    • (2009) Assessment, learning and judgement in Higher Education , pp. 29-43
    • Boud, D.1
  • 30
    • 85084626731 scopus 로고    scopus 로고
    • OVAL Research Working Paper 03-17, Sydney: The Australian Centre for Organisational, Vocational and Adult Learning (OVAL)
    • University of Technology, Sydney.
    • Boud, D. and Hawke, G. (2004) OVAL Research Working Paper 03-17, Sydney: The Australian Centre for Organisational, Vocational and Adult Learning (OVAL), University of Technology, Sydney.
    • (2004)
    • Boud, D.1    Hawke, G.2
  • 31
    • 84993030400 scopus 로고    scopus 로고
    • Learning from others at work: Communities of practice and informal learning
    • Boud, D. and Middleton, H. (2003) 'Learning from others at work: Communities of practice and informal learning', Journal of Workplace Learning, 15 (5): 194-202.
    • (2003) Journal of Workplace Learning , vol.15 , Issue.5 , pp. 194-202
    • Boud, D.1    Middleton, H.2
  • 34
    • 31744448480 scopus 로고    scopus 로고
    • Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs
    • Online. Available: (accessed 03/04/12)
    • Bowden, J., Hart, G., King, B., Trigwell, K. and Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs. Online. Available: (accessed 03/04/12).
    • (2000)
    • Bowden, J.1    Hart, G.2    King, B.3    Trigwell, K.4    Watts, O.5
  • 37
    • 84904381669 scopus 로고    scopus 로고
    • The impact of extra-curricular activities on young people's understandings of citizenship
    • Brooks, R. (2005) 'The impact of extra-curricular activities on young people's understandings of citizenship', British Educational Research Association Research Intelligence, 93: 8-11.
    • (2005) British Educational Research Association Research Intelligence , vol.93 , pp. 8-11
    • Brooks, R.1
  • 39
    • 52049088229 scopus 로고    scopus 로고
    • Minds on fire: Open education, the long tail, and Learning 2.0
    • Brown, J.S. and Adler, R.P. (2008) 'Minds on fire: Open education, the long tail, and Learning 2.0', EDUCAUSE Review, 43 (1): 2-19.
    • (2008) EDUCAUSE Review , vol.43 , Issue.1 , pp. 2-19
    • Brown, J.S.1    Adler, R.P.2
  • 40
    • 84965520752 scopus 로고
    • Situated cognition and the culture of learning
    • Brown, J.S., Collins, A. and Duguid, P. (1989) 'Situated cognition and the culture of learning', Educational Researcher, 18: 32-42.
    • (1989) Educational Researcher , vol.18 , pp. 32-42
    • Brown, J.S.1    Collins, A.2    Duguid, P.3
  • 43
    • 0040192590 scopus 로고
    • Analysis of peer, self- and staff-assessment in group project work
    • Butcher, A.C. and Stefani, L.J. (1995) 'Analysis of peer, self- and staff-assessment in group project work', Assessment in Education, 2(2): 165-186.
    • (1995) Assessment in Education , vol.2 , Issue.2 , pp. 165-186
    • Butcher, A.C.1    Stefani, L.J.2
  • 44
    • 33645228936 scopus 로고    scopus 로고
    • Differing perceptions in the feedback process
    • Carless, D. (2006) 'Differing perceptions in the feedback process', Studies in Higher Education, 31: 219-233.
    • (2006) Studies in Higher Education , vol.31 , pp. 219-233
    • Carless, D.1
  • 46
    • 33847169537 scopus 로고    scopus 로고
    • Learning-oriented assessment: Conceptual bases and practical implications
    • Carless, D. (2007b) 'Learning-oriented assessment: Conceptual bases and practical implications', Innovations in Education and Teaching International, 44: 57-66.
    • (2007) Innovations in Education and Teaching International , vol.44 , pp. 57-66
    • Carless, D.1
  • 47
    • 79959432842 scopus 로고    scopus 로고
    • Developing sustainable feedback practices
    • Carless, D. (2011) 'Developing sustainable feedback practices', Studies in Higher Education, 36: 395-407.
    • (2011) Studies in Higher Education , vol.36 , pp. 395-407
    • Carless, D.1
  • 49
    • 79955568604 scopus 로고    scopus 로고
    • Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
    • Cartney, P. (2010) 'Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used', Assessment and Evaluation in Higher Education, 35: 551-564.
    • (2010) Assessment and Evaluation in Higher Education , vol.35 , pp. 551-564
    • Cartney, P.1
  • 50
    • 0002650523 scopus 로고    scopus 로고
    • Comments on essays: Do students understand what tutors write?
    • Chanock, K. (2000) 'Comments on essays: Do students understand what tutors write?', Teaching in Higher Education, 5: 95-105.
    • (2000) Teaching in Higher Education , vol.5 , pp. 95-105
    • Chanock, K.1
  • 51
    • 0002467297 scopus 로고
    • Seven principles for good practice in undergraduate education
    • Chickering, A.W. and Gamson, Z.F. (1987) 'Seven principles for good practice in undergraduate education', AAHE Bulletin, 39: 3-7.
    • (1987) AAHE Bulletin , vol.39 , pp. 3-7
    • Chickering, A.W.1    Gamson, Z.F.2
  • 52
    • 84970205820 scopus 로고
    • The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction
    • Chinn, C.A. and Brewer, W.F. (1993) 'The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction', Review of Educational Research, 63: 1-49.
    • (1993) Review of Educational Research , vol.63 , pp. 1-49
    • Chinn, C.A.1    Brewer, W.F.2
  • 53
    • 85084626850 scopus 로고    scopus 로고
    • Higher Education as epistemic apprenticeship', Keynote Address to the 9th Annual Galway Symposium and NAIRTL 5th Annual Conference on Higher Education: Engaging Minds: Active Learning, Participation and Collaboration in Higher Education
    • National University of Ireland Galway, 9-11 June, 2010
    • Claxton, G. (2010) 'Higher Education as epistemic apprenticeship', Keynote Address to the 9th Annual Galway Symposium and NAIRTL 5th Annual Conference on Higher Education: Engaging Minds: Active Learning, Participation and Collaboration in Higher Education, National University of Ireland Galway, 9-11 June, 2010.
    • (2010)
    • Claxton, G.1
  • 56
    • 30444437612 scopus 로고    scopus 로고
    • Assessment relationships in Higher Education: The tension of process and practice
    • Crook, C., Gross, H. and Dymott, R. (2006) 'Assessment relationships in Higher Education: The tension of process and practice', British Educational Research Journal, 32 (1): 95-114.
    • (2006) British Educational Research Journal , vol.32 , Issue.1 , pp. 95-114
    • Crook, C.1    Gross, H.2    Dymott, R.3
  • 58
    • 85080686034 scopus 로고    scopus 로고
    • Investigating the relationships between authentic assessment and the development of learner autonomy
    • unpublished DPhil thesis, Northumbria University
    • Davison, G. (2011) 'Investigating the relationships between authentic assessment and the development of learner autonomy', unpublished DPhil thesis, Northumbria University.
    • (2011)
    • Davison, G.1
  • 61
    • 79955556681 scopus 로고    scopus 로고
    • Helping students understand essay marking criteria and feedback
    • Defeyter, M.A. and McPartlin, P.L. (2007) 'Helping students understand essay marking criteria and feedback', Psychology Teaching Review, 13: 23-33.
    • (2007) Psychology Teaching Review , vol.13 , pp. 23-33
    • Defeyter, M.A.1    McPartlin, P.L.2
  • 62
    • 42449117682 scopus 로고    scopus 로고
    • Generating coursework feedback for large groups of students using MS Excel and MS Word
    • Denton, P. (2001) 'Generating coursework feedback for large groups of students using MS Excel and MS Word', University Chemistry Education, 5: 1-8.
    • (2001) University Chemistry Education , vol.5 , pp. 1-8
    • Denton, P.1
  • 65
    • 77951271801 scopus 로고    scopus 로고
    • Academic writing and tacit knowledge
    • Elton, L. (2010) 'Academic writing and tacit knowledge', Teaching in Higher Education, 15: 151-160.
    • (2010) Teaching in Higher Education , vol.15 , pp. 151-160
    • Elton, L.1
  • 66
    • 33847198057 scopus 로고    scopus 로고
    • Creating communities of shared practice: The challenges of assessment use in learning and teaching
    • Elwood, J. and Klenowski, V. (2002), 'Creating communities of shared practice: The challenges of assessment use in learning and teaching', Assessment and Evaluation in Higher Education, 27: 243-256.
    • (2002) Assessment and Evaluation in Higher Education , vol.27 , pp. 243-256
    • Elwood, J.1    Klenowski, V.2
  • 67
    • 0034338325 scopus 로고    scopus 로고
    • Patterns of response to an approach to studying inventory across contrasting groups and contexts
    • Entwistle, N., Tait, H. and McCune, V. (2000) 'Patterns of response to an approach to studying inventory across contrasting groups and contexts', European Journal of Psychology of Education, 15: 33-48.
    • (2000) European Journal of Psychology of Education , vol.15 , pp. 33-48
    • Entwistle, N.1    Tait, H.2    McCune, V.3
  • 73
    • 84917176308 scopus 로고    scopus 로고
    • How assessment frames student learning
    • in Bryan, C. and Clegg, K. (eds) London: Routledge
    • Gibbs, G. (2006) 'How assessment frames student learning', in Bryan, C. and Clegg, K. (eds) Innovative assessment in Higher Education, London: Routledge, pp. 23-36.
    • (2006) Innovative assessment in Higher Education , pp. 23-36
    • Gibbs, G.1
  • 75
    • 77954853488 scopus 로고    scopus 로고
    • The effects of programme assessment environments on student learning, report submitted to the Higher Education Academy: Oxford Learning Institute
    • University of Oxford. Online. Available: (accessed 26/03/12)
    • Gibbs, G. and Dunbar-Goddet, H. (2007) The effects of programme assessment environments on student learning, report submitted to the Higher Education Academy: Oxford Learning Institute, University of Oxford. Online. Available: (accessed 26/03/12).
    • (2007)
    • Gibbs, G.1    Dunbar-Goddet, H.2
  • 76
    • 33645214429 scopus 로고    scopus 로고
    • Conditions under which assessment supports students' learning
    • Gibbs, G. and Simpson, C. (2004) 'Conditions under which assessment supports students' learning', Learning and Teaching in Higher Education, 1: 3-31.
    • (2004) Learning and Teaching in Higher Education , vol.1 , pp. 3-31
    • Gibbs, G.1    Simpson, C.2
  • 77
    • 15244356096 scopus 로고    scopus 로고
    • Evaluating the consequential validity of new modes of assessment: The influence of assessment on learning, including pre-, post-, and true assessment effects
    • Gielen, S., Dochy, F. and Dierick, S. (2003) 'Evaluating the consequential validity of new modes of assessment: The influence of assessment on learning, including pre-, post-, and true assessment effects', Innovation and Change in Professional Education, 1: 37-54.
    • (2003) Innovation and Change in Professional Education , vol.1 , pp. 37-54
    • Gielen, S.1    Dochy, F.2    Dierick, S.3
  • 79
    • 79955489244 scopus 로고    scopus 로고
    • Report of research carried out at Sheffield Hallam University for the Formative Assessment in Science Teaching Project (FAST) for the period 2002-2003
    • Online. Available: (accessed 26/03/12)
    • Glover, C. (2006) 'Report of research carried out at Sheffield Hallam University for the Formative Assessment in Science Teaching Project (FAST) for the period 2002-2003. Online. Available: (accessed 26/03/12).
    • (2006)
    • Glover, C.1
  • 81
    • 33749343812 scopus 로고    scopus 로고
    • Pedagogies for diversity: retaining critical challenge amidst fears of "dumbing down"
    • Haggis, T. (2006) 'Pedagogies for diversity: retaining critical challenge amidst fears of "dumbing down"', Studies in Higher Education, 31 (5): 521-535.
    • (2006) Studies in Higher Education , vol.31 , Issue.5 , pp. 521-535
    • Haggis, T.1
  • 82
    • 79957868364 scopus 로고    scopus 로고
    • Engaging students with assessment feedback: Final report for FDTL5 Project 144/03
    • Oxford: Oxford Brookes University. Online. Available: (accessed 26/03/12)
    • Handley, K., Price, M. and Millar, J. (2008) Engaging students with assessment feedback: Final report for FDTL5 Project 144/03, Oxford: Oxford Brookes University. Online. Available: (accessed 26/03/12).
    • (2008)
    • Handley, K.1    Price, M.2    Millar, J.3
  • 83
    • 85084626410 scopus 로고    scopus 로고
    • 'When less is more: Students' experiences of assessment feedback'
    • Paper delivered to the Higher Education Academy Annual Conference, June 2007.
    • Handley, K., Szwelnik, A., Ujma, D., Lawrence, L., Millar, J. and Price, M. (2007) 'When less is more: Students' experiences of assessment feedback', Paper delivered to the Higher Education Academy Annual Conference, June 2007.
    • (2007)
    • Handley, K.1    Szwelnik, A.2    Ujma, D.3    Lawrence, L.4    Millar, J.5    Price, M.6
  • 85
    • 0002472659 scopus 로고    scopus 로고
    • Qualitative and quantitative methods in research on essay writing: No one way
    • Hartley, J. and Chesworth, K. (2000) 'Qualitative and quantitative methods in research on essay writing: No one way', Journal of Further and Higher Education, 24 (1): 15-24.
    • (2000) Journal of Further and Higher Education , vol.24 , Issue.1 , pp. 15-24
    • Hartley, J.1    Chesworth, K.2
  • 86
    • 0030509561 scopus 로고    scopus 로고
    • Effects of learning skills intervention on student learning: A meta-analysis
    • Hattie, J., Biggs, J. and Purdie, N. (1996) 'Effects of learning skills intervention on student learning: A meta-analysis', Review of Educational Research, 66: 99-136.
    • (1996) Review of Educational Research , vol.66 , pp. 99-136
    • Hattie, J.1    Biggs, J.2    Purdie, N.3
  • 87
    • 84878152254 scopus 로고    scopus 로고
    • National student survey: Findings and trends 2006-2010
    • Bristol: HEFCE. Online.Available: (accessed 26/03/12)
    • HEFCE (2011) National student survey: Findings and trends 2006-2010, Bristol: HEFCE. Online.Available: (accessed 26/03/12).
    • (2011)
  • 89
    • 0036486748 scopus 로고    scopus 로고
    • The conscientious consumer: Reconsidering the role of assessment feedback in student learning
    • Higgins, R., Hartley, P. and Skelton, A. (2002) 'The conscientious consumer: Reconsidering the role of assessment feedback in student learning', Studies in Higher Education, 27 (1): 53-64.
    • (2002) Studies in Higher Education , vol.27 , Issue.1 , pp. 53-64
    • Higgins, R.1    Hartley, P.2    Skelton, A.3
  • 91
    • 33645235133 scopus 로고    scopus 로고
    • Student feedback, learning and development
    • in Slowey, M. and Watson, D. (eds) Buckingham: SRHE/Open University Press
    • Hounsell, D. (2003) 'Student feedback, learning and development', in Slowey, M. and Watson, D. (eds) Higher Education and the lifecourse, Buckingham: SRHE/Open University Press, pp. 67-78.
    • (2003) Higher Education and the lifecourse , pp. 67-78
    • Hounsell, D.1
  • 92
    • 84911158849 scopus 로고    scopus 로고
    • Towards more sustainable feedback to students
    • in Boud, D. and Falchikov, N. (eds) London: Routledge
    • Hounsell, D. (2007) 'Towards more sustainable feedback to students', in Boud, D. and Falchikov, N. (eds) Rethinking assessment in Higher Education: Learning for the longer term, London: Routledge, pp. 101-113.
    • (2007) Rethinking assessment in Higher Education: Learning for the longer terms , pp. 101-113
    • Hounsell, D.1
  • 93
    • 85084627128 scopus 로고    scopus 로고
    • University of Edinburgh. Online. Available: (accessed 26/03//12)
    • Hounsell, D., Hounsell, J. and Tai, C.M. (2010) Enhancing feedback, University of Edinburgh. Online. Available: (accessed 26/03//12).
    • (2010) Enhancing feedback
    • Hounsell, D.1    Hounsell, J.2    Tai, C.M.3
  • 95
    • 79957864153 scopus 로고    scopus 로고
    • Towards a personal best: A case for introducing ipsative assessment in Higher Education
    • Hughes, G. (2011) 'Towards a personal best: A case for introducing ipsative assessment in Higher Education', Studies in Higher Education, 36: 353-367.
    • (2011) Studies in Higher Education , vol.36 , pp. 353-367
    • Hughes, G.1
  • 96
    • 0010752195 scopus 로고    scopus 로고
    • Learning from feedback on assessment
    • in Hyland, P. and Booth, A. (eds) Manchester: Manchester University Press
    • Hyland, P. (2000) 'Learning from feedback on assessment', in Hyland, P. and Booth, A. (eds) The practice of university history teaching, Manchester: Manchester University Press, pp. 233-247.
    • (2000) The practice of university history teaching , pp. 233-247
    • Hyland, P.1
  • 97
    • 55649105717 scopus 로고    scopus 로고
    • Understanding enquiry-based learning
    • in Barrett, T., MacLabhrainn, I. and Fallon, H. (eds) Dublin: Centre for Excellence in Learning and Teaching, NUI Galway and All Ireland Society for Higher Education (AISHE). Online. Available: (accessed 26/03/12)
    • Kahn, P. and O'Rourke, K. (2005) 'Understanding enquiry-based learning', in Barrett, T., MacLabhrainn, I. and Fallon, H. (eds) Handbook of enquiry and problem-based learning: Irish case studies and international perspectives, Dublin: Centre for Excellence in Learning and Teaching, NUI Galway and All Ireland Society for Higher Education (AISHE). Online. Available: (accessed 26/03/12).
    • (2005) Handbook of enquiry and problem-based learning: Irish case studies and international perspectives
    • Kahn, P.1    O'Rourke, K.2
  • 98
    • 85040431558 scopus 로고
    • Lifelong learning and university teaching
    • in Moses, I. (ed.), Kensington, New South Wales: Higher Education Research and Development Society of Australasia
    • Knapper, C.K. (1990) 'Lifelong learning and university teaching', in Moses, I. (ed.), Higher Education in the late twentieth century: A festschrift for Ernest Roe, Kensington, New South Wales: Higher Education Research and Development Society of Australasia.
    • (1990) Higher Education in the late twentieth century: A festschrift for Ernest Roe
    • Knapper, C.K.1
  • 101
    • 79955490488 scopus 로고    scopus 로고
    • learning and employability, Maidenhead: SRHE/ Open University Press
    • Knight, P.T. and Yorke, M. (2003) Assessment, learning and employability, Maidenhead: SRHE/ Open University Press.
    • (2003) Assessment
    • Knight, P.T.1    Yorke, M.2
  • 102
    • 85084625367 scopus 로고    scopus 로고
    • Responding online: A starter activity for e-discussion boards
    • Online. Available: (accessed 26/03/12)
    • Knights, P. (2006) 'Responding online: A starter activity for e-discussion boards', MEDAL Casebook. Online. Available: (accessed 26/03/12).
    • (2006) MEDAL Casebook
    • Knights, P.1
  • 104
    • 84859144484 scopus 로고    scopus 로고
    • A workplace perspective on school assessment
    • in Havnes, A. and McDowell, L. (eds) New York: Routledge
    • Kvale, S.A. (2008) 'A workplace perspective on school assessment', in Havnes, A. and McDowell, L. (eds) Balancing dilemmas in assessment and learning in contemporary education, New York: Routledge, pp. 197-208.
    • (2008) Balancing dilemmas in assessment and learning in contemporary education , pp. 197-208
    • Kvale, S.A.1
  • 107
    • 0346131955 scopus 로고    scopus 로고
    • Student writing in higher education: An academic literacies approach
    • Lea, M.R. and Street, B.V. (1998) 'Student writing in higher education: An academic literacies approach', Studies in Higher Education, 23: 157-172.
    • (1998) Studies in Higher Education , vol.23 , pp. 157-172
    • Lea, M.R.1    Street, B.V.2
  • 109
    • 0012550087 scopus 로고    scopus 로고
    • regulation, desire, London: Routledge
    • Lillis, T. (2001) Student writing: Access, regulation, desire, London: Routledge.
    • (2001) Student writing: Access
    • Lillis, T.1
  • 110
    • 26644456900 scopus 로고    scopus 로고
    • Student writing in Higher Education: Contemporary confusion; traditional concerns
    • Lillis, T. and Turner, J. (2001) 'Student writing in Higher Education: Contemporary confusion; traditional concerns', Teaching in Higher Education, 6: 57-68.
    • (2001) Teaching in Higher Education , vol.6 , pp. 57-68
    • Lillis, T.1    Turner, J.2
  • 111
    • 33749331250 scopus 로고    scopus 로고
    • Peer feedback: The learning element of peer assessment
    • Liu, N.F. and Carless, D. (2006) 'Peer feedback: The learning element of peer assessment', Teaching in Higher Education, 11 (3): 279-290.
    • (2006) Teaching in Higher Education , vol.11 , Issue.3 , pp. 279-290
    • Liu, N.F.1    Carless, D.2
  • 113
    • 63049084255 scopus 로고    scopus 로고
    • Authentic learning for the 21st century: An overview
    • Online. Available: (accessed 05/05/12)
    • Lombardi, M.M. (2007) 'Authentic learning for the 21st century: An overview', ELI Paper 1, Educause. Online. Available: (accessed 05/05/12).
    • (2007) ELI Paper 1, Educause
    • Lombardi, M.M.1
  • 114
    • 17444404539 scopus 로고    scopus 로고
    • The development of students' ways of thinking and practising in three final-year biology courses
    • McCune, V. and Hounsell, D. (2005) 'The development of students' ways of thinking and practising in three final-year biology courses', Higher Education, 49: 255-289.
    • (2005) Higher Education , vol.49 , pp. 255-289
    • McCune, V.1    Hounsell, D.2
  • 115
    • 47349122219 scopus 로고    scopus 로고
    • Negotiating assignment pathways: Students and academic assignments
    • McDowell, L. (2008) 'Negotiating assignment pathways: Students and academic assignments', Teaching in Higher Education, 13 (4): 423-435.
    • (2008) Teaching in Higher Education , vol.13 , Issue.4 , pp. 423-435
    • McDowell, L.1
  • 116
    • 85084626315 scopus 로고    scopus 로고
    • 'Students' experiences of self-evaluation in Higher Education: Preparation for lifelong learning?'
    • paper presented at the 8th European Conference for Research on Learning and Instruction, Gothenburg, Sweden, August 24-28
    • McDowell, L. and Sambell, K. (1999) 'Students' experiences of self-evaluation in Higher Education: Preparation for lifelong learning?', paper presented at the 8th European Conference for Research on Learning and Instruction, Gothenburg, Sweden, August 24-28.
    • (1999)
    • McDowell, L.1    Sambell, K.2
  • 118
    • 84860700418 scopus 로고    scopus 로고
    • Does assessment for learning make a difference? The development of a questionnaire to explore the student response
    • McDowell, L., Wakelin, D., Montgomery, C. and King, S. (2011) 'Does assessment for learning make a difference? The development of a questionnaire to explore the student response', Assessment and Evaluation in Higher Education, 36 (7): 749-765.
    • (2011) Assessment and Evaluation in Higher Education , vol.36 , Issue.7 , pp. 749-765
    • McDowell, L.1    Wakelin, D.2    Montgomery, C.3    King, S.4
  • 119
    • 84907573955 scopus 로고    scopus 로고
    • Assessment for Learning exemplars: The foundations of CETL AfL
    • CETL AfL Occasional Paper 3. Newcastle: Northumbria University
    • McDowell, L., Sambell, K., Bazin, V., Penlington, R., Wakelin, D. and Smailes, J. (2006) 'Assessment for Learning exemplars: The foundations of CETL AfL', CETL AfL Occasional Paper 3. Newcastle: Northumbria University.
    • (2006)
    • McDowell, L.1    Sambell, K.2    Bazin, V.3    Penlington, R.4    Wakelin, D.5    Smailes, J.6
  • 120
    • 40849104625 scopus 로고    scopus 로고
    • Using negotiation in summative assessment to encourage critical thinking
    • McMahon, T. (1999) 'Using negotiation in summative assessment to encourage critical thinking', Teaching in Higher Education, 4 (4): 549-554.
    • (1999) Teaching in Higher Education , vol.4 , Issue.4 , pp. 549-554
    • McMahon, T.1
  • 121
    • 78149232704 scopus 로고    scopus 로고
    • Authentic learning: Perspectives from contemporary educators
    • Maina, F.W. (2004) 'Authentic learning: Perspectives from contemporary educators', Journal of Authentic Learning, 1: 1-8.
    • (2004) Journal of Authentic Learning , vol.1 , pp. 1-8
    • Maina, F.W.1
  • 122
    • 34548298846 scopus 로고    scopus 로고
    • How teachers engage with assessment for learning: Lessons from the classroom
    • Marshall, B. and Drummond, M. (2006) 'How teachers engage with assessment for learning: Lessons from the classroom,' Research Papers in Education, 21 (2): 133-149.
    • (2006) Research Papers in Education , vol.21 , Issue.2 , pp. 133-149
    • Marshall, B.1    Drummond, M.2
  • 124
    • 33847314644 scopus 로고    scopus 로고
    • JISC e-Learning models desk study. Stage 2: Review of elearning theories, frameworks and models'
    • Online. Available: (accessed 26/03/12)
    • Mayes, T. and de Freitas, S. (2004) 'JISC e-Learning models desk study. Stage 2: Review of elearning theories, frameworks and models'. Online. Available: (accessed 26/03/12).
    • (2004)
    • Mayes, T.1    de Freitas, S.2
  • 126
    • 77951678326 scopus 로고    scopus 로고
    • Students' attitudes to and usage of academic feedback provided via audio files', Bioscience Education, 11
    • Online. Available: (accessed 26/03/12)
    • Merry, S. and Orsmond, P. (2008) 'Students' attitudes to and usage of academic feedback provided via audio files', Bioscience Education, 11. Online. Available: (accessed 26/03/12).
    • (2008)
    • Merry, S.1    Orsmond, P.2
  • 127
    • 17444381940 scopus 로고    scopus 로고
    • Threshold concepts and troublesome knowledge: Epistemological considerations and a conceptual framework for teaching and learning
    • Meyer, J.H.F. and Land, R. (2005) 'Threshold concepts and troublesome knowledge: Epistemological considerations and a conceptual framework for teaching and learning', Higher Education, 49: 373-388.
    • (2005) Higher Education , vol.49 , pp. 373-388
    • Meyer, J.H.F.1    Land, R.2
  • 128
    • 85084626465 scopus 로고    scopus 로고
    • Thinking writing: A guide to writing intensive courses
    • Online. Available: (accessed 26/03/12)
    • Mitchell, S. (2010) 'Thinking writing: A guide to writing intensive courses'. Online. Available: (accessed 26/03/12).
    • (2010)
    • Mitchell, S.1
  • 130
    • 77955163455 scopus 로고    scopus 로고
    • Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies
    • Nicol, D. (2009a) 'Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies', Assessment and Evaluation in Higher Education, 34: 335-352.
    • (2009) Assessment and Evaluation in Higher Education , vol.34 , pp. 335-352
    • Nicol, D.1
  • 132
    • 79955551589 scopus 로고    scopus 로고
    • From monologue to dialogue: Improving written feedback processes in mass higher education
    • Nicol, D. (2010a) 'From monologue to dialogue: Improving written feedback processes in mass higher education', Assessment and Evaluation in Higher Education, 35: 501-517.
    • (2010) Assessment and Evaluation in Higher Education , vol.35 , pp. 501-517
    • Nicol, D.1
  • 133
    • 84864520753 scopus 로고    scopus 로고
    • 'The foundation for graduate attributes: Developing self-regulation through self and peer assessment'
    • Glasgow: Quality Assurance Agency for Higher Education. Online. Available: (accessed 26/03/12)
    • Nicol, D. (2010b) 'The foundation for graduate attributes: Developing self-regulation through self and peer assessment', Glasgow: Quality Assurance Agency for Higher Education. Online. Available: (accessed 26/03/12).
    • (2010)
    • Nicol, D.1
  • 134
    • 85084625506 scopus 로고    scopus 로고
    • The peer project
    • Online. Available: (accessed 26/03/12)
    • Nicol, D. (2011) The peer project. Online. Available: (accessed 26/03/12).
    • (2011)
    • Nicol, D.1
  • 135
    • 33645227268 scopus 로고    scopus 로고
    • Formative assessment and self-regulated learning: A model and seven principles of good feedback
    • Nicol, D. and Macfarlane-Dick, D. (2006) 'Formative assessment and self-regulated learning: A model and seven principles of good feedback', Studies in Higher Education, 31: 199-218.
    • (2006) Studies in Higher Education , vol.31 , pp. 199-218
    • Nicol, D.1    Macfarlane-Dick, D.2
  • 136
    • 84917199276 scopus 로고    scopus 로고
    • Rethinking technology-supported assessment in terms of the seven principles of good feedback practice
    • in Clegg, K. and Bryan, C. (eds) London: Routledge
    • Nicol, D.J. and Milligan, C. (2006) 'Rethinking technology-supported assessment in terms of the seven principles of good feedback practice', in Clegg, K. and Bryan, C. (eds) Innovative assessments in Higher Education, London: Routledge.
    • (2006) Innovative assessments in Higher Education
    • Nicol, D.J.1    Milligan, C.2
  • 137
    • 10444264825 scopus 로고    scopus 로고
    • Rethinking teaching in the context of diversity
    • Northedge, A. (2003) 'Rethinking teaching in the context of diversity', Teaching in Higher Education, 8: 17-32.
    • (2003) Teaching in Higher Education , vol.8 , pp. 17-32
    • Northedge, A.1
  • 138
    • 0001051411 scopus 로고
    • Essay writing: What really counts?
    • Norton, L. (1990) 'Essay writing: What really counts?', Higher Education, 20: 411-442.
    • (1990) Higher Education , vol.20 , pp. 411-442
    • Norton, L.1
  • 139
    • 33845335784 scopus 로고    scopus 로고
    • Know what I mean? Enhancing student understanding of assessment standards and criteria
    • O'Donovan, B., Price, M. and Rust, C. (2004) 'Know what I mean? Enhancing student understanding of assessment standards and criteria', Teaching in Higher Education, 9 (3): 325-335.
    • (2004) Teaching in Higher Education , vol.9 , Issue.3 , pp. 325-335
    • O'Donovan, B.1    Price, M.2    Rust, C.3
  • 140
    • 67650742090 scopus 로고    scopus 로고
    • Developing student understanding of assessment standards: A nested hierarchy of approaches
    • O'Donovan, B., Price, M. and Rust, C. (2008) 'Developing student understanding of assessment standards: A nested hierarchy of approaches', Teaching in Higher Education, 13: 205-217.
    • (2008) Teaching in Higher Education , vol.13 , pp. 205-217
    • O'Donovan, B.1    Price, M.2    Rust, C.3
  • 141
    • 77951145952 scopus 로고    scopus 로고
    • Assessment moderation: Constructing the marks and constructing the students
    • Orr, S. (2007) 'Assessment moderation: Constructing the marks and constructing the students', Assessment and Evaluation in Higher Education, 32 (6): 645-656.
    • (2007) Assessment and Evaluation in Higher Education , vol.32 , Issue.6 , pp. 645-656
    • Orr, S.1
  • 143
    • 33748121590 scopus 로고    scopus 로고
    • Feedback on learning achievement: Rhetoric and reality
    • Orrell, J. (2006) 'Feedback on learning achievement: Rhetoric and reality', Teaching in Higher Education, 11 (4): 441-456.
    • (2006) Teaching in Higher Education , vol.11 , Issue.4 , pp. 441-456
    • Orrell, J.1
  • 144
    • 84866565302 scopus 로고    scopus 로고
    • Processing tutor feedback: A consideration of qualitative differences in learning outcomes for high and non-high achieving students
    • paper presented at Fostering Communities of Learners: 13th EARLI Conference, Amsterdam, 25-29 August.
    • Orsmond, P. and Merry, S. (2009) 'Processing tutor feedback: A consideration of qualitative differences in learning outcomes for high and non-high achieving students', paper presented at Fostering Communities of Learners: 13th EARLI Conference, Amsterdam, 25-29 August.
    • (2009)
    • Orsmond, P.1    Merry, S.2
  • 146
    • 4544237253 scopus 로고    scopus 로고
    • The use of exemplars and formative feedback when using student-derived marking criteria in peer and self-assessment
    • Orsmond, P., Merry, S. and Reiling, K. (2002) 'The use of exemplars and formative feedback when using student-derived marking criteria in peer and self-assessment', Assessment and Evaluation in Higher Education, 27: 309-323.
    • (2002) Assessment and Evaluation in Higher Education , vol.27 , pp. 309-323
    • Orsmond, P.1    Merry, S.2    Reiling, K.3
  • 147
    • 84858425594 scopus 로고    scopus 로고
    • Feedback: Focusing attention on engagement
    • Price, M., Handley, K. and Millar, J. (2011) 'Feedback: Focusing attention on engagement', Studies in Higher Education, 36 (8): 879-896.
    • (2011) Studies in Higher Education , vol.36 , Issue.8 , pp. 879-896
    • Price, M.1    Handley, K.2    Millar, J.3
  • 149
    • 0010816750 scopus 로고    scopus 로고
    • Code of practice for the assurance of academic standards and quality in higher education
    • Section 6: Assessment of students. Online. Available: (accessed 10/04/12)
    • QAA (2006) Code of practice for the assurance of academic standards and quality in higher education. Section 6: Assessment of students. Online. Available: (accessed 10/04/12).
    • (2006)
  • 155
    • 64549161007 scopus 로고    scopus 로고
    • The components of authentic learning
    • Rule, A.C. (2006) 'The components of authentic learning', Journal of Authentic Learning, 3 (1): 1-10.
    • (2006) Journal of Authentic Learning , vol.3 , Issue.1 , pp. 1-10
    • Rule, A.C.1
  • 156
    • 84992861873 scopus 로고    scopus 로고
    • A possible student-centred assessment solution to some of the current problems of modular degree programmes (opinion piece)
    • Rust, C. (2000) 'A possible student-centred assessment solution to some of the current problems of modular degree programmes (opinion piece)', Active Learning in Higher Education, 1 (2): 126-131.
    • (2000) Active Learning in Higher Education , vol.1 , Issue.2 , pp. 126-131
    • Rust, C.1
  • 158
    • 33751081344 scopus 로고    scopus 로고
    • A social constructivist assessment process model: How the research literature shows us this could be best practice
    • Rust, C., O'Donovan, B. and Price, M. (2005) 'A social constructivist assessment process model: How the research literature shows us this could be best practice', Assessment and Evaluation in Higher Education, 30 (3): 231-240.
    • (2005) Assessment and Evaluation in Higher Education , vol.30 , Issue.3 , pp. 231-240
    • Rust, C.1    O'Donovan, B.2    Price, M.3
  • 159
    • 13244291968 scopus 로고    scopus 로고
    • Improving students' learning by developing their understanding of assessment criteria and processes
    • Rust, C., Price, M. and O'Donovan, B. (2003) 'Improving students' learning by developing their understanding of assessment criteria and processes', Assessment and Evaluation in Higher Education, 28: 147-164.
    • (2003) Assessment and Evaluation in Higher Education , vol.28 , pp. 147-164
    • Rust, C.1    Price, M.2    O'Donovan, B.3
  • 160
    • 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: 119-144.
    • (1989) Instructional Science , vol.18 , pp. 119-144
    • Sadler, D.R.1
  • 161
    • 0007106103 scopus 로고    scopus 로고
    • Formative assessment: Revisiting the territory
    • Sadler, D.R. (1998) 'Formative assessment: Revisiting the territory', Assessment in Education, 5 (1): 77-84.
    • (1998) Assessment in Education , vol.5 , Issue.1 , pp. 77-84
    • Sadler, D.R.1
  • 162
    • 77951195221 scopus 로고    scopus 로고
    • Indeterminacy in the use of preset criteria for assessment and grading in higher education
    • Sadler, D.R. (2009) 'Indeterminacy in the use of preset criteria for assessment and grading in higher education', Assessment and Evaluation in Higher Education, 34: 159-179.
    • (2009) Assessment and Evaluation in Higher Education , vol.34 , pp. 159-179
    • Sadler, D.R.1
  • 163
    • 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 and Evaluation in Higher Education, 35: 535-550.
    • (2010) Assessment and Evaluation in Higher Education , vol.35 , pp. 535-550
    • Sadler, D.R.1
  • 164
    • 85084626424 scopus 로고    scopus 로고
    • Seeing the signs: Involving students as researchers across the disciplines via a researchbased teaching framework
    • Red Guide 60, Newcastle: Northumbria University.
    • Sambell, K. (2009) Seeing the signs: Involving students as researchers across the disciplines via a researchbased teaching framework, Red Guide 60, Newcastle: Northumbria University.
    • (2009)
    • Sambell, K.1
  • 166
    • 85084626989 scopus 로고    scopus 로고
    • The value of self and peer assessment to the developing lifelong learner
    • in Gibbs, G. (ed.) Oxford: OCSLD
    • Sambell, K. and McDowell, E. (1997) 'The value of self and peer assessment to the developing lifelong learner' in Gibbs, G. (ed.) Improving students as learners, Oxford: OCSLD, pp. 46-56.
    • (1997) Improving students as learners , pp. 46-56
    • Sambell, K.1    McDowell, E.2
  • 167
    • 0001583344 scopus 로고    scopus 로고
    • The construction of the hidden curriculum: Messages and meanings in the assessment of student learning
    • Sambell, K. and McDowell, L. (1998) 'The construction of the hidden curriculum: Messages and meanings in the assessment of student learning', Assessment and Evaluation in Higher Education, 23 (4): 391-402.
    • (1998) Assessment and Evaluation in Higher Education , vol.23 , Issue.4 , pp. 391-402
    • Sambell, K.1    McDowell, L.2
  • 168
    • 0031537287 scopus 로고    scopus 로고
    • "But is it fair?": An exploratory study of student perceptions of the consequential validity of assessment
    • Sambell, K., McDowell, L. and Brown, S. (1997) '"But is it fair?": An exploratory study of student perceptions of the consequential validity of assessment', Studies in Educational Evaluation, 23 (4): 349-371.
    • (1997) Studies in Educational Evaluation , vol.23 , Issue.4 , pp. 349-371
    • Sambell, K.1    McDowell, L.2    Brown, S.3
  • 169
    • 84860179144 scopus 로고    scopus 로고
    • Supporting diverse students: Developing learner autonomy via assessment
    • in Clegg, K. and Bryan, C. (eds) London: Routledge
    • Sambell, K., McDowell, L. and Sambell, A. (2006) 'Supporting diverse students: Developing learner autonomy via assessment', in Clegg, K. and Bryan, C. (eds) Innovative assessment in Higher Education, London: Routledge, pp.158-168.
    • (2006) Innovative assessment in Higher Education , pp. 158-168
    • Sambell, K.1    McDowell, L.2    Sambell, A.3
  • 171
    • 84993729340 scopus 로고    scopus 로고
    • The role of assessment in a learning culture
    • Shepard, L.A. (2000) 'The role of assessment in a learning culture', Educational Researcher, 29: 4-14.
    • (2000) Educational Researcher , vol.29 , pp. 4-14
    • Shepard, L.A.1
  • 173
    • 0036486950 scopus 로고    scopus 로고
    • Improving the quality of undergraduate peer assessment: A case for student and staff development
    • Smith, H., Cooper, A. and Lancaster, L. (2002) 'Improving the quality of undergraduate peer assessment: A case for student and staff development', Innovations in Education and Teaching International, 39: 71-81.
    • (2002) Innovations in Education and Teaching International , vol.39 , pp. 71-81
    • Smith, H.1    Cooper, A.2    Lancaster, L.3
  • 175
    • 0348067453 scopus 로고
    • Issues in assessment, enterprise and higher education: The case for self-, peer and collaborative assessment
    • Somervell, H. (1993) 'Issues in assessment, enterprise and higher education: The case for self-, peer and collaborative assessment', Assessment and Evaluation in Higher Education, 18 (3): 221-233.
    • (1993) Assessment and Evaluation in Higher Education , vol.18 , Issue.3 , pp. 221-233
    • Somervell, H.1
  • 178
    • 34147122325 scopus 로고    scopus 로고
    • Does student self-assessment empower or discipline students?
    • Tan, K. (2004) 'Does student self-assessment empower or discipline students?', Assessment and Evaluation in Higher Education, 29: 651-662.
    • (2004) Assessment and Evaluation in Higher Education , vol.29 , pp. 651-662
    • Tan, K.1
  • 179
    • 68049118640 scopus 로고    scopus 로고
    • The use of tutor feedback and student self-assessment in summative tasks: Towards transparency for students and for tutors
    • Taras, M. (2001) 'The use of tutor feedback and student self-assessment in summative tasks: Towards transparency for students and for tutors', Assessment and Evaluation in Higher Education, 26: 605-614.
    • (2001) Assessment and Evaluation in Higher Education , vol.26 , pp. 605-614
    • Taras, M.1
  • 180
    • 77951260361 scopus 로고    scopus 로고
    • Student self-assessment: Process and consequences
    • Taras, M. (2010) 'Student self-assessment: Process and consequences', Teaching in Higher Education, 15: 199-209.
    • (2010) Teaching in Higher Education , vol.15 , pp. 199-209
    • Taras, M.1
  • 183
    • 65649148805 scopus 로고    scopus 로고
    • Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning
    • Torrance, H. (2007) 'Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning', Assessment in Education: Principles, Policy and Practice, 14: 281-294.
    • (2007) Assessment in Education: Principles, Policy and Practice , vol.14 , pp. 281-294
    • Torrance, H.1
  • 184
    • 84859393056 scopus 로고    scopus 로고
    • Student engagement evidence summary, York, Higher Education Academy
    • Online. Available: (accessed 05/05/12)
    • Trowler, V. and Trowler, P. (2010) Student engagement evidence summary, York, Higher Education Academy. Online. Available: (accessed 05/05/12).
    • (2010)
    • Trowler, V.1    Trowler, P.2
  • 188
    • 84879702974 scopus 로고    scopus 로고
    • Assessment for learning: A student survival guide, Red Guide 32
    • Newcastle: Northumbria University.
    • Wake, B. and Watson, H. (2007) Assessment for learning: A student survival guide, Red Guide 32, Newcastle: Northumbria University.
    • (2007)
    • Wake, B.1    Watson, H.2
  • 189
    • 21244441433 scopus 로고    scopus 로고
    • Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers
    • Watkins, D., Dahlin, B. and Eckholm, M. (2005) 'Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers', Instructional Science, 33 (4): 283-309.
    • (2005) Instructional Science , vol.33 , Issue.4 , pp. 283-309
    • Watkins, D.1    Dahlin, B.2    Eckholm, M.3
  • 190
    • 84866453382 scopus 로고    scopus 로고
    • Breaking the feedback loop: Problems with anonymous assessment
    • Online. Available: <> (accessed 26/03/12)
    • Whitelegg, D. (2002) 'Breaking the feedback loop: Problems with anonymous assessment', Planet, 3: 7-8. Online. Available: (accessed 26/03/12)
    • (2002) Planet , vol.3 , pp. 7-8
    • Whitelegg, D.1
  • 192
    • 0038393314 scopus 로고    scopus 로고
    • Contextualizing the patchwork text: Addressing problems of coursework assessment in HE
    • Winter, R. (2003) 'Contextualizing the patchwork text: Addressing problems of coursework assessment in HE', Innovations in Education and Teaching International, 40: 112-122.
    • (2003) Innovations in Education and Teaching International , vol.40 , pp. 112-122
    • Winter, R.1
  • 193
    • 3843069988 scopus 로고    scopus 로고
    • Adding value: Learning communities and student engagement
    • Zhao, C. and Kuh, G.D. (2004) 'Adding value: Learning communities and student engagement', Research in Higher Education, 45 (2): 115-138.
    • (2004) Research in Higher Education , vol.45 , Issue.2 , pp. 115-138
    • Zhao, C.1    Kuh, G.D.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.