Excellence in university assessment: Learning from award-winning practice

Excellence in University Assessment: Learning from award-winning practice

Volumn , Issue , 2015, Pages 1-282

  Carless, David ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85110870403     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315740621     Document Type: Book

References (332)

1. Adcroft, A. (2011). The mythology of feedback. Higher Education Research and Development, 30(4), 405-419.
2. Akalin, A. and Sezal, I. (2009). The importance of conceptual and concrete modelling in architectural design education. International Journal of Art and Design Education, 28(1), 14-24.
3. Anderson, C. (2014). Only connect? Communicating meaning through feedback. In C. Kreber, C. Anderson, N. Entwistle and J. McArthur (eds), Advances and Innovations in University Assessment and Feedback (pp. 131-151). Edinburgh: Edinburgh University Press.
4. Anderson, C. and Hounsell, D. (2007). Knowledge practices: 'Doing the subject' in undergraduate courses. The Curriculum Journal, 18(4), 463-478.
5. Armstrong, M. and Boud, D. (1983). Assessing participation in discussion: An exploration of the issues. Studies in Higher Education, 8(1), 33-44.
6. Ashworth P., Bannister, P. and Thorne, P. (1997). Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22(2), 187-203.
7. Askew, S. and Lodge, C. (2000). Gifts, ping-pong and loops: Linking feedback and learning. In S. Askew (ed.), Feedback for Learning (pp. 1-17). London: Routledge.
8. Atkinson, D. and Lim, S. (2013). Improving assessment process in higher education: Student and teacher perceptions of the effectiveness of a rubric embedded in an LMS. Australasian Journal of Educational Technology, 29(5), 651-666.
9. Atkinson, R., Derry, S., Renkl, A. and Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181-214.
10. Australian Council for Educational Research (ACER). (2010). Doing More for Learning: Enhancing Engagement and Outcomes: Australasian Student Engagement Report. Camberwell, Victoria: Australian Council for Educational Research.
11. Baartman, L., Bastiaens, T., Kirschner, P. and van der Vleuten, C. (2007). Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review, 2(2), 114-129.
12. Baeten, M., Dochy, F. and Struyven, K. (2008). Students' approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science, 36(5-6), 359-374.
13. Bailey, R. and Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15(2), 187-198.
14. Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press.
15. Ballantyne, R., Bain, J. and Packer, J. (1999). Researching university teaching in Australia: Themes and issues in academics' reflections. Studies in Higher Education, 24(2), 237-257.
16. Ballantyne, R., Hughes, K. and Mylonas, A. (2002). Developing peer assessment procedures for implementing peer assessment in large classes using an action research process. Assessment and Evaluation in Higher Education, 27(5), 427-441.
17. Barker, M. and Pinard, M. (2014). Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments. Assessment and Evaluation in Higher Education, 39(8), 899-915.
18. Barnett, R. (2007a). A Will to Learn: Being a Student in an Age of Uncertainty. Maidenhead: Society for Research into Higher Education and Open University Press.
19. Barnett, R. (2007b). Assessment in higher education: An impossible mission? In D. Boud and N. Falchikov (eds), Rethinking Assessment in Higher Education (pp. 29-40). London: Routledge.
20. Barrie, S. (2006). Understanding what we mean by the generic attributes of graduates. Higher Education, 51(2), 215-241.
21. Baume, D. (2001). A briefing on assessment of portfolios. Higher Education Academy. www.bioscience.heacademy.ac.uk/ftp/Resources/gc/assess06portfolios.pdf. Accessed 31 July 2013.
22. Bean, J. and Peterson, D. (1998). Grading classroom participation. New Directions for Teaching and Learning, 74, 33-40.
23. Beaumont, C., O'Doherty, M. and Shannon, L. (2011). Reconceptualising assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671-687.
24. Becher, T. (1989). Academic Tribes and Territories. Buckingham: Society for Research into Higher Education and Open University Press.
25. Becker, H., Geer, B. and Hughes, E. (1968). Making the Grade: The Academic Side of College Life. New York: John Wiley & Sons.
26. Bell, A., Mladenovic, R. and Price, M. (2013). Students' perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment and Evaluation in Higher Education, 38(7), 769-788.
27. Benson, R. and Brack, C. (2010). Online Learning and Assessment in Higher Education: A Planning Guide. Oxford: Chandos.
28. Bevitt, S. (2014). Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research. Assessment and Evaluation in Higher Education, D0I:10.1080/02602938.2014.890170.
29. Biggs, J. (1996a). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.
30. Biggs, J. (1996b). Western misperceptions of the Confucian-heritage learning culture. In D. Watkins and J. Biggs (eds), The Chinese Learner: Cultural, Psychological and Contextual Influences (pp. 45-68). Hong Kong: Comparative Education Research Centre and Australian Council for Educational Research.
31. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education and Open University Press.
32. Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University (4th edition). Maidenhead: Society for Research into Higher Education and Open University Press.
33. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195-203.
34. Black, P. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
35. Blair, B. (2006). 'At the end of a huge crit in the summer, it was "crap"-I'd worked really hard but all she said was "fine" and I was gutted'. Art, Design and Communication in Higher Education, 5(2), 83-95.
36. Bloxham, S. (2009). Marking and moderation in the UK: False assumptions and wasted resources. Assessment and Evaluation in Higher Education, 34(2), 209-220.
37. Bloxham, S. (2013). Building 'standards' frameworks': The role of guidance and feedback in supporting the achievement of learners. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 64-74). London: Routledge.
38. Bloxham, S. and Boyd, P. (2007). Developing Effective Assessment in Higher Education: A Practical Guide. New York: McGraw Hill and Open University Press.
39. Bloxham, S., Boyd, P. and Orr, S. (2011). Mark my words: The role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36(6), 655-670.
40. Bloxham, S. and Campbell. L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment and Evaluation in Higher Education, 35(3), 291-300.
41. Bloxham, S. and West, A. (2004). Understanding the rules of the game: Marking peer assessment as a medium for developing students' conceptions of assessment. Assessment and Evaluation in Higher Education, 29(6), 721-733.
42. Booth, A. (2003). Teaching History at University: Enhancing Learning and Understanding. London: Routledge.
43. Boud, D. (1995). Enhancing Learning through Self-assessment. London: Kogan Page.
44. Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
45. Boud, D. (2014). Shifting views of assessment: From secret teachers' business to sustaining learning. In C. Kreber, C. Anderson, N. Entwistle and J. McArthur (eds), Advances and Innovations in University Assessment and Feedback (pp. 13-31). Edinburgh: Edinburgh University Press.
46. Boud, D. and associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. www.olt.gov.au/system/files/resources/Assessment%20 2020_final.pdf. Accessed 28 October 2014.
47. Boud, D. and Falchikov, N. (2007). Developing assessment for informing judgment. In D. Boud and N. Falchikov (eds), Rethinking Assessment in Higher Education (pp. 181-197). London: Routledge.
48. Boud, D. and Molloy, E. (2013a). Decision-making for feedback. In D. Boud and L. Molloy (eds), Feedback in Higher and Professional Education (pp. 202-218). London: Routledge.
49. Boud, D. and Molloy, E. (2013b). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712.
50. Bourner, J., Hughes, M. and Bourner, T. (2001). First year undergraduate experiences of doing project work. Assessment and Evaluation in Higher Education, 26(1), 19-39.
51. Bridges, P., Cooper, A., Evanson, P., Haines, C., Jenkins, D., Scurry, D., Woolf, H. and Yorke, M. (2002). Coursework marks high, examination marks low: Discuss. Assessment and Evaluation in Higher Education, 27(1), 35-48.
52. Brooks, C. and Ammons, J. (2003). Free-riding in group projects and the effects of timing, frequency and specificity of criteria in peer assessments. Journal of Education for Business, 78(5), 268-272.
53. Brooks, V. (2012). Marking as judgment. Research Papers in Education, 27(1), 63-80.
54. Broughan, C. and Jewell, S. (2012). Conclusion. In L. Clouder, C. Broughan, S. Jewell and G. Steventon (eds), Improving Student Engagement and Development through Assessment: Theory and Practice in Higher Education (pp. 210-211). London: Routledge.
55. Brown, C. and Mcllroy, K. (2011). Group work in healthcare students' education: What do we think we are doing? Assessment and Evaluation in Higher Education, 36(6), 687-699.
56. Brown, E. and Glover, C. (2006). Evaluating written feedback. In C. Bryan and K. Clegg (eds), Innovative Assessment in Higher Education (pp. 81-91). London: Routledge.
57. Brown, G. (1997). Assessing Student Learning in Higher Education. London: Routledge.
58. Brown, G.T.L. (2010). The validity of examination essays in higher education: Issues and responses. Higher Education Quarterly, 64(3), 276-291.
59. Bryan, C. (2006). Developing group learning through assessment. In C. Bryan and K. Clegg (eds), Innovative Assessment in Higher Education (pp. 150-157). London: Routledge.
60. Bryson, C. and Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349-362.
61. Butler, D. and Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-274.
62. Cambridge, D. (2010). ePortfolios for Lifelong Learning and Assessment. San Francisco, CA: Jossey Bass.
63. Campbell, J., Smith, D. and Brooker, R (1998). From conception to performance: How undergraduate students conceptualise and construct essays. Higher Education, 36(4), 449-469.
64. Carless, D. (2002). The 'mini-viva' as a tool to enhance assessment for learning. Assessment and Evaluation in Higher Education, 27(4), 353-363.
65. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
66. Carless, D. (2007a). Conceptualizing pre-emptive formative assessment. Assessment in Education, 14(2), 171-184.
67. Carless, D. (2007b). Learning-oriented assessment: Conceptual basis and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
68. Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment and Evaluation in Higher Education, 34(1), 79-89.
69. Carless, D. (2011). From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-heritage Settings. New York: Routledge.
70. Carless, D. (2013a). Sustainable feedback and the development of student self-evaluative capacities. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 113-122). London: Routledge.
71. Carless, D. (2013b). Trust and its role in facilitating dialogic feedback. In D. Boud and L. Molloy (eds), Feedback in Higher and Professional Education (pp. 90-103). London: Routledge.
72. Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education, DOI: 10.1007/s10734-014-9816-z.
73. Carless, D., Joughin, G., Liu, N. and associates. (2006). How Assessment Supports Learning: Learning-oriented Assessment in Action. Hong Kong: Hong Kong University Press.
74. Carless, D., Joughin, G. and Mok, M. (2006). Learning-oriented assessment: Principles and practice. Assessment and Evaluation in Higher Education, 31(4), 395-398.
75. Carless, D., Salter, D., Yang, M. and Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
76. Cheng, W. and Warren, M. (2000). Making a difference: Using peers to assess individual students' contributions to a group project. Teaching in Higher Education, 5(2), 243-255.
77. Chetwynd, F. and Dobbyn, C. (2011). Assessment, feedback and marking guides in distance education. Open Learning, 26(1), 67-78.
78. Chiu, Y. (2009). Facilitating Asian students' critical thinking in online discussions. British Journal of Educational Technology, 40(1), 42-57.
79. Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179-183.
80. Colbeck, C., Campbell, S. and Bjorklund, S. (2000). Grouping in the dark: What college students learn from group projects. Journal of Higher Education, 71(1), 60-83.
81. Costa, A. and Kallick, B. (1995). Teams build assessment and assessment builds teams. In A. Costa and B. Kallick (eds), Assessment in the Learning Organization: Shifting the Paradigm (pp. 141-152). Alexandria, VA: Association for Supervision and Curriculum Development.
82. Court, K. (2014). Tutor feedback on draft essays: Developing students' academic writing and subject knowledge. Journal of Further and Higher Education, 38(3), 327-345.
83. Cramp, A., Lamond, C., Coleyshaw, L. and Beck, S. (2012). Empowering or disabling? Emotional reactions to assessment amongst part-time students. Teaching in Higher Education, 17(5), 509-521.
84. 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.
85. Crossman, J. (2007). The role of relationships and emotions in student perceptions of learning and assessment. Higher Education Research and Development, 26(3), 313-327.
86. Cumming, J. and Maxwell, G. (1999). Contexualising authentic assessment. Assessment in Education, 6(2), 177-194.
87. Cummings, R and Maddux, C. (2010). The use of e-portfolios as a component of assessment and accreditation in higher education. In N. Buzzetto-More (ed.), The ePortfolio Paradigm: Informing, Educating, Assessing and Managing with e-Portfolios (pp. 207-223). Santa Rosa, CA: Informing Science Press.
88. Dancer, D. and Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment and Evaluation in Higher Education, 30(4), 445-454.
89. Davies, W. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58, 563-584.
90. Deng, L. and Tavares, N. (2013). From Moodle to Facebook: Exploring students' motivation and experiences in online communities. Computers and Education, 68, 167-176.
91. Dochy, F., Segers, M., Gijbels, D. and Struyven, K. (2007). Assessment engineering: Breaking down barriers between teaching and learning, and assessment. In D. Boud and N. Falchikov (eds), Rethinking Assessment in Higher Education (pp. 87-100). London: Routledge.
92. Dochy, F., Segers, M. and Sluijsmans, D. (1999). The use of self-, peer and coassessment in higher education: A review. Studies in Higher Education, 24(3), 331-350.
93. Doherty, C., Kettle, M., May, L. and Caukill, E. (2011). Talking the talk: Oracy demands in first year university assessment tasks. Assessment in Education, 18(1), 27-39.
94. Draper, S. and Nicol, D. (2013). Achieving transformational or sustainable educational change. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 190-203). London: Routledge.
95. Dunkin, M. and Precians, R (1992). Award-winning teachers' concepts of teaching. Higher Education, 24(4), 483-502.
96. Ecclestone, K. (2001). 'I know a 2-1 when I see it': Understanding criteria for degree classifications in franchised university programmes. Journal of Further and Higher Education, 25(3), 301-313.
97. Eisner, E. (1985). The Art of Educational Evaluation: A Personal View. London: Falmer Press.
98. Elton, L. and Laurillard, D. (1979). Trends in research on student learning. Studies in Higher Education, 4(1), 87-102.
99. Entwistle, N. (2009). Teaching for Understanding at University. Basingstoke: Palgrave Macmillan.
100. Entwistle, A. and Entwistle, N. (1992). Experiences of understanding in revising for degree examinations. Learning and Instruction, 2(1), 1-22.
101. Entwistle, N. and Entwistle, D. (2003). Preparing for examinations: The interplay of memorizing and understanding and the development of knowledge objects. Higher Education Research and Development, 22(1), 19-41.
102. Entwistle, N. and Karagiannopoulou, E. (2014). Perceptions of assessment and their influences on learning. In C. Kreber, C. Anderson, N. Entwistle and J. McArthur (eds), Advances and Innovations in University Assessment and Feedback (pp. 75-98). Edinburgh: Edinburgh University Press.
103. Entwistle, N., McCune, V. and Walker, P. (2001). Conceptions, styles and approaches within higher education: Analytic abstractions and everyday experience. In R. Sternberg and L. Zhang (eds), Perspectives on Thinking, Learning and Cognitive Styles (pp. 103-136). Mahwah, NJ: Lawrence Erlbaum.
104. Entwistle, N. and Ramsden, P. (1983). Understanding Student Learning. London: Croom Helm.
105. Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120.
106. Falchikov, N. (2005). Improving Assessment through Student Involvement. London: Routledge Falmer.
107. Falchikov, N. and Boud, D. (2007). Assessment and emotion: The impact of being assessed. In D. Boud and N. Falchikov (eds), Rethinking Assessment in Higher Education (pp. 144-156). London: Routledge.
108. Falchikov, N. and Thomson, K. (2008). Assessment: What drives innovation? Journal of University Teaching and Learning practice, 5(1). http://ro.uow.edu.au/jutlp/vol5/ iss1/5. Accessed 28 October 2014.
109. Finger, G. and Jamieson-Proctor, R (2009). Assessment issues and new technologies: ePortfolio possibilities. In C. Wyatt-Smith and J. Cumming (eds), Educational Assessment in the 21st Century: Connecting Theory and Practice (pp. 63-82). New York: Springer.
110. Flint, N. and Johnson, B. (2011). Towards Fairer University Assessment: Recognizing the Concerns of Students. London: Routledge.
111. Fredricks, J., Blumenfeld, P. and Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
112. Frost, J., de Pont, G. and Brailsford, I. (2012). Expanding assessment methods and moments in history. Assessment and Evaluation in Higher Education, 37(3), 293-304.
113. Gibbs, G. (1999). Using assessment strategically to change the way students learn. In S. Brown and A. Glasner (eds), Assessment Matters in Higher Education (pp. 41-56). Maidenhead: Society for Research into Higher Education and Open University Press.
114. Gibbs, G. (2006). How assessment frames student learning. In C. Bryan and K. Clegg (eds), Innovative Assessment in Higher Education (pp. 23-36). London: Routledge.
115. Gibbs, G. (2008). Designing teaching award schemes. Report for Higher Education Academy, June. www.jisctechdis.ac.uk/ assets/Documents/evidence:informed_practice/ Gibbs_Final_Manual.pdf Accessed October 21, 2014.
116. Gibbs, G. and Dunbar-Goddet, H. (2007). The Effects of Programme Assessment Environments on Student Learning. York: Higher Education Academy.
117. Gibbs, G. and Dunbar-Goddet, H. (2009). Characterising programme level assessment environments that support learning. Assessment and Evaluation in Higher Education, 34(4), 481-489.
118. Gibbs, G. and Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(1), 3-31.
119. Gijbels, D., Coertjens, L., Vanthournout, G., Struyf, E. and van Petegem, P. (2009). Changing students' approaches to learning: A two-year study within a university teacher training course. Educational Studies, 35(5), 503-513.
120. Gijbels, D., Segers, M. and Struyf, E. (2008). Constructivist learning environments and the (im)possibility to change students' perceptions of assessment demands and approaches to learning. Instructional Science, 36(5-6), 431-443.
121. Gipps, C. (1999). Socio-cultural aspects of assessment. Review of Research in Education, 24(1), 355-392.
122. Glendinning, I. (2014). Responses to student plagiarism in higher education across Europe. International Journal for Educational Integrity, 10(1), 4-20.
123. Glofcheski, R. (2006). Same day feedback and analysis of assessed coursework. In D. Carless, G. Joughin, N. Liu and associates, How Assessment Supports Learning: Learning-oriented Assessment in Action (pp. 39-42). Hong Kong: Hong Kong University Press.
124. Gosling, D. and Moon, J. (2002). How to Use Learning Outcomes and Assessment Criteria (3rd edition). London: Southern England Consortium for Credit Accumulation and Transfer (SEEC).
125. Gould, J. and Day, P. (2013). Hearing you loud and clear: Student perspectives of audio feedback in higher education. Assessment and Evaluation in Higher Education, 38(5), 554-566.
126. Gulbahar, Y. and Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309-328.
127. Gulikers, J., Bastiaens, T. and Kirschner, P. (2004). A five dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.
128. Gulikers, J., Bastiaens, T., Kirschner, P. and Kester, L. (2006). Relations between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32(4), 381-400.
129. Gullifer, J. and Tyson, G. (2014). Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism. Studies in Higher Education, 39(7), 1202-1218.
130. Hager, P. and Butler, J. (1996). Two models of educational assessment. Assessment and Evaluation in Higher Education, 21(4), 367-378.
131. Haggis, T. (2003). Constructing images of ourselves? A critical investigation into 'Approaches to Learning' research in Higher Education. British Educational Research Journal, 29(1), 89-104.
132. Halse, C., Deane, E., Hobson, J. and Jones, G. (2007). The research-teaching nexus: What do national teaching awards tell us? Studies in Higher Education, 32(6), 727-746.
133. Hand, L. and Clewes, D. (2000). Marking the difference: An investigation of the criteria used for assessing undergraduate dissertations in a business school. Assessment and Evaluation in Higher Education, 25(1), 5-21.
134. Handley, K., Price, M. and Millar, J. (2011). Beyond 'doing time': Investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543-560.
135. Handley, K. and Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment and Evaluation in Higher Education, 36(1), 95-108.
136. Hartley, P. and Whitfield, R. (2011). The case for programme-focused assessment. Educational Developments, 12(4), 8-12.
137. Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
138. Hendry, G. and Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754-768.
139. Hendry, G., Armstrong, S. and Bromberger, N. (2012). Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment and Evaluation in Higher Education, 37(2), 149-161.
140. Hendry, G., Bromberger, N. and Armstrong, S. (2011). Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment and Evaluation in Higher Education, 36(1), 1-11.
141. Hendry, G. and Tomitsch, M. (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), 337-348.
142. Hennessy, C. and Forrester, G. (2014). Developing a framework for effective audio feedback: A case study. Assessment and Evaluation in Higher Education, 39(7), 777-789.
143. Hepplestone, S., Holden, G., Irwin, B., Parkin, H. and Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 19(2), 117-127.
144. Hew, K.F. (2011). Students' and teachers' use of Facebook. Computers in Human Behavior, 27(2), 662-676.
145. Higgins, R., Hartley, P. and Skelton, A. (2001). Getting the message across: The problem of communicating assessment feedback. Teaching in Higher Education, 6(2), 269-274.
146. Higher Education Funding Council for England (HEFCE) (2010). National student survey. www.hefce.ac.uk/pubs/hefce/2010/10_18/. Accessed 1 February 2011.
147. Higher Education Funding Council for England (HEFCE) (2014). National student survey. www.hefce.ac.uk/whatwedo/lt/publicinfo/nss/. Accessed 3 October 2014.
148. Hounsell, D. (1984). Learning and essay-writing. In F. Marton, D. Hounsell and N. Entwistle (eds), The Experience of Learning (pp. 103-123). Edinburgh: Scottish Academic Press.
149. Hounsell, D. (2003). Student feedback, learning and development. In M. Slowey and D. Watson (eds), Higher Education and the Lifecourse (pp. 67-78). Maidenhead: Society for Research into Higher Education.
150. Hounsell, D. (2007). Towards more sustainable feedback to students. In D. Boud and N. Falchikov (eds), Rethinking Assessment in Higher Education (pp. 101-113). London: Routledge.
151. Hounsell, D., Falchikov, N., Hounsell, J., Klampfleitner, M., Huxham, M., Thomson, K. and Blair, S. (2007). Innovative assessment across the disciplines: An analytical review of the literature. York: Higher Education Academy. www.heacademy.ac.uk/ assets/documents/research/innovative_assessment_lr.pdf. Accessed 24 September 2013.
152. Hounsell, D., McCune, V., Hounsell, J. and Litjens. J. (2008). The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55-67.
153. Hounsell, D., Xu, R. and Tai, C. (2007). Integrative assessment: Balancing assessment of and for learning. Guide No. 2. Gloucester: The Quality Assurance Agency for Higher Education.www.enhancementthemes.ac.uk/docs/publications/guide-no-2--balancing- assessment-of-and-assessment-for-learning.pdf?sfvrsn=16. Accessed 28 October 2014.
154. Howie, P. and Bagnall, R. (2013). A critique of the deep and surface approaches to learning model. Teaching in Higher Education, 18(4), 389-400.
155. Hughes, C. (2013). A case study of assessment of graduate learning outcomes at the programme, course and task level. Assessment and Evaluation in Higher Education, 38(4), 492-506.
156. Hussey, T. and Smith, P. (2003). The uses of learning outcomes. Teaching in Higher Education, 8(3), 357-368.
157. Hussey, T. and Smith, P. (2008). Learning outcomes: A conceptual analysis. Teaching in Higher Education, 13(1), 107-115.
158. Huxham, M. (2007). Fast and effective feedback: Are model answers the answer? Assessment and Evaluation in Higher Education, 32(6), 601-611.
159. Huxham, M., Campbell, F. and Westwood, J. (2012). Oral versus written assessments: A test of student performance and attitudes. Assessment and Evaluation in Higher Education, 37(1), 125-136.
160. Jacobs, L. and Chase, C. (1992). Developing and Using Tests Effectively. San Francisco, CA: Jossey Bass.
161. James, D. (2014). Investigating the curriculum through assessment practice in higher education: The value of a 'learning cultures' approach. Higher Education, 67(2), 155-169.
162. James, R. (2003). Academic standards and the assessment of student learning. Tertiary Education and Management, 9(3), 187-198.
163. Jessop, T., El Hakim, Y. and Gibbs, G. (2014). The whole is greater than the sum of its parts: A large-scale study of students' learning in response to different programme assessment patterns. Assessment and Evaluation in Higher Education, 39(1), 73-88.
164. Jessop, T., McNab, N. and Gubby, L. (2012). Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education, 13(2), 143-154.
165. Jin, X.-H. (2012). A comparative study of effectiveness of peer assessment of individuals' contributions to group projects in undergraduate construction management core units. Assessment and Evaluation in Higher Education, 37(5), 577-589.
166. Johnston, B. (2004). Summative assessment of portfolios: An examination of different approaches to agreement over outcomes. Studies in Higher Education, 29(3), 395-412.
167. Jones, O. and Gorra, A. (2013). Assessment feedback only on demand: Supporting the few not supplying the many. Active Learning in Higher Education, 14(2), 149-161.
168. Joughin, G. (1998). Dimensions of oral assessment. Assessment and Evaluation in Higher Education, 23(4), 367-378.
169. Joughin, G. (2007). Student conceptions of oral presentations. Studies in Higher Education, 32(3), 323-336.
170. Joughin, G. (2010). The hidden curriculum revisited: A critical review of research into the influence of summative assessment on learning. Assessment and Evaluation in Higher Education, 35(3), 335-345.
171. Kahneman, D. (2011). Thinking, Fast and Slow. London: Penguin.
172. Kandlbinder, P. (2013). Signature concepts of key researchers in higher education teaching and learning. Teaching in Higher Education, 18(1), 1-12.
173. Kember, D. (1996). The intention to both memorise and understand: Another approach to learning? Higher Education, 31(3), 341-351.
174. Kember, D. (2000). Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education, 40(1), 99-121.
175. Kember, D. (2007). Enhancing University Teaching: Lessons from Research into Awardwinning Teachers. London: Routledge.
176. Kember, D. and Gow, L. (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60(3), 356-363.
177. Kerr, H. (1983). Motivation losses in small groups: A social dilemma analysis. Journal of Personality and Social Psychology, 45(4), 819-828.
178. King, S. and Robinson, C. (2009). 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Computers and Education, 53(1), 189-199.
179. Klenowski, V. (2002). Developing Portfolios for Learning and Assessment. London: Routledge.
180. Klenowski, V. (2010). Portfolio assessment. In B. McGaw, E. Baker and P. Peterson (eds), International Encyclopedia of Education (3rd edition) (pp. 236-242). Oxford: Elsevier.
181. Klenowski, V. and Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgment and Moderation. Thousand Oaks, CA: Sage.
182. Kluger, A. and DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
183. Knight, P. (2002a). Being a Teacher in Higher Education. Buckingham: Society for Research into Higher Education and Open University Press.
184. Knight, P. (2002b). Summative assessment in higher education: Practices in disarray. Studies in Higher Education, 27(3), 275-286.
185. Knight, P. and Yorke, M. (2003). Assessment, Learning and Employability. Maidenhead: Society for Research into Higher Education and Open University Press.
186. Krause, K. and Coates, H. (2008). Students' engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493-505.
187. Kuh, G. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683-706.
188. Lai, K. (2012). Assessing participation skills: Online discussion with peers. Assessment and Evaluation in Higher Education, 37(8), 933-947.
189. Laming, D. (2004). Human Judgment: The Eye of the Beholder. London: Thomson.
190. Leung, D., Ginns, P. and Kember, D. (2008). Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney. Journal of Crosscultural Psychology, 39(3), 251-266.
191. Li, J. and De Luca, R. (2012). Review of assessment feedback. Studies in Higher Education, 39(2), 378-393.
192. Li, M. and Campbell, J. (2008). Asian students' perceptions of group work and group assignments in a New Zealand tertiary institution. Intercultural Education, 19(3), 203-216.
193. Lipnevich, A. and Smith, J. (2009). Effects of differential feedback on students' examination performance. Journal of Experimental Psychology: Applied, 15(4), 319-333.
194. Liu, N. and Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.
195. Lizzio, A. and Wilson, K. (2013). First-year students' appraisal of assessment tasks: Implications for efficacy, engagement and performance. Assessment and Evaluation in Higher Education, 38(4), 389-406.
196. Lunt, T. and Curran, J. (2010). 'Are you listening please?' The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education, 35(7), 759-769.
197. Lyons, P. (1989). Assessing classroom participation. College Teaching, 37(1), 36-38.
198. Macdonald, J. (2002). 'Getting it together and being put on the spot': Synopsis, motivation and examination. Studies in Higher Education, 27(3), 329-338.
199. Macfarlane, B. (2015). Freedom to Learn. London: Routledge.
200. Maclellan, E. (2001). Assessment for learning: The differing perceptions of tutors and students. Assessment and Evaluation in Higher Education, 26(4), 307-318.
201. Maclellan, E. (2004a). Authenticity in assessment tasks: A heuristic exploration of academics' perceptions. Higher Education Research and Development, 23(1), 19-33.
202. Maclellan, E. (2004b). How convincing is alternative assessment for use in higher education? Assessment and Evaluation in Higher Education, 29(3), 311-321.
203. Magin, D. and Helmore, P. (2001). Peer and teacher assessments of oral presentation skills: How reliable are they? Studies in Higher Education, 26(3), 289-298.
204. Mann, S. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7-19.
205. Marton, F. and Saljô, R. (1976). On qualitative differences in learning. II: Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology, 46(2), 115-127.
206. McArthur, J. and Huxham, M. (2013). Feedback unbound: From master to usher. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 92-102). London: Routledge.
207. McCune, V. and Hounsell, D. (2005). The development of students' ways of thinking and practising in three final-year biology courses. Higher Education, 49(3), 255-289.
208. McDowell, L. and Brown, S. (2001). Assessing students: Cheating and plagiarism. http://78.158.56.101/archive/palatine/files/987.pdf. Accessed 27 September 2013.
209. McDowell, L. and Sambell, K. (1999). The experience of innovative assessment: Student perspectives. In S. Brown and A. Glasner (eds), Assessment Matters in Higher Education (pp. 71-82). Maidenhead: Society for Research into Higher Education and Open University Press.
210. McLean, A., Bond, C. and Nicholson, H. (2014). An anatomy of feedback: A phenomenographic investigation of undergraduate students' conceptions of feedback. Studies in Higher Education, DOI: 10.1080/03075079.2013.855718.
211. Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessment. Educational Researcher, 23(2), 13-23.
212. Miller, C. and M. Parlett. (1974). Up to the Mark: A Study of the Examination Game. London: Society for Research into Higher Education.
213. Mogey, N., Cowan, J., Paterson, J. and Purcell, M. (2012). Students' choices between typing and handwriting in examinations. Active Learning in Higher Education, 13(2), 117-128.
214. Molloy, E., Borrell-Carrio, F. and Epstein, R. (2013). The impact of emotions in feedback. In D. Boud and E. Molloy (eds), Feedback in Higher and Professional Education (pp. 50-71). London: Routledge.
215. Molloy, E. and Boud, D. (2013). Changing conceptions of feedback. In D. Boud and E. Molloy (eds), Feedback in Higher and Professional Education (pp. 11-33). London: Routledge.
216. Mostert, M. and Snowball, J. (2013). Where angels fear to tread: Online peer-assessment in a large first-year class. Assessment and Evaluation in Higher Education, 38(6), 674-686.
217. Neumann, R., Parry, S. and Becher, T. (2002). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405-417.
218. Newton, P. (2007). Clarifying the purposes of educational assessment. Assessment in Education, 14(2), 149-170.
219. Nicol, D. (2007). Laying a foundation for lifelong learning: Case studies of e- assessment in large 1st-year classes. British Journal of Educational Technology, 38(4), 668-678.
220. Nicol, D. (2009). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment and Evaluation in Higher Education, 34(3), 335-352.
221. Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517.
222. Nicol, D. and Draper, S. (2009). A blueprint for transformational organizational change in higher education: REAP as a case study. In T. Mayes, D. Morrison, H. Mellar, P. Bullen and M. Oliver (eds), Transforming Higher Education through Technology- enhanced Learning (pp. 191-207). York: Higher Education Academy.
223. Nicol, D. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
224. Nicol, D., Thomson, A. and Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102-122.
225. Norton, L. (2004). Using assessment criteria as learning criteria: A case study in psychology. Assessment and Evaluation in Higher Education, 29(6), 687-702.
226. Norton, L., Dickins, T. and McLaughlin Cook, A. (1996). Rules of the game in essay writing. Psychology Teaching Review, 5(1), 1-14.
227. Norton, L., Norton, B. and Shannon, L. (2013). Revitalising assessment design: What is holding new lecturers back? Higher Education, 66(2), 233-251.
228. Norton, L., Tilley, A., Newstead, S. and Franklyn-Stokes, A. (2001). The pressures of assessment in undergraduate courses and their effect on student behaviours. Assessment and Evaluation in Higher Education, 26(3), 269-284.
229. O'Donovan, B., Price, M. and Rust, C. (2001). The student experience of the introduction of a common criteria assessment grid across a department. Innovations in Education and Teaching International, 38(1), 74-85.
230. Offerdahl, E. and Tomanek, D. (2011). Changes in instructors' assessment thinking related to experimentation with new strategies. Assessment and Evaluation in Higher Education, 36(7), 781-795.
231. Orr, S. (2007). Assessment moderation: Constructing the marks and constructing the students. Assessment and Evaluation in Higher Education, 32(6), 645-656.
232. Orr, S. (2010a). Collaborating or fighting for the marks? Students' experiences of group work assessment in the creative arts. Assessment and Evaluation in Higher Education, 35(3), 301-313.
233. Orr, S. (2010b). 'We kind of try to merge our own experience with the objectivity of the criteria': The role of connoisseurship and tacit practice in undergraduate Fine Art assessment. Art, Design and Communication in Higher Education, 9(1), 5-19.
234. Orr, S. and Bloxham, S. (2012). Making judgments about students making work: Lecturers' assessment practices in art and design. Arts and Humanities in Higher Education, 12(2-3), 234-253.
235. Orr, S., Blythman, M. and Blair, B. (2007). Critiquing the crit. Higher Education Academy. www.adm.heacademy.ac.uk/library/files/adm-hea-projects/learning-and- teaching-projects/crit-staff-guide.pdf. Accessed 19 April 2013.
236. Orr, S., Yorke, M. and Blair, B. (2014). 'The answer is brought about from within you': A student-centred perspective on pedagogy in Art and Design. International Journal of Art and Design Education, 33(1), 32-45.
237. Orsmond, P. and Merry, S. (2013). The importance of self-assessment in students' use of tutors' feedback: A qualitative study of high and non-high achieving Biology undergraduates. Assessment and Evaluation in Higher Education, 38(6), 737-753.
238. 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(4), 309-323.
239. Orsmond, P., Merry, S. and Reiling, K. (2005). Biology students' utilization of tutors' formative feedback: A qualitative interview study. Assessment and Evaluation in Higher Education, 30(4), 369-386.
240. Panadero, E. and Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144.
241. Park, C. (2003). In other (people's) words: Plagiarism by university students-literature and lessons. Assessment and Evaluation in Higher Education, 28(5), 471-488.
242. Parkin, H., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012). A role for technology in enhancing students' engagement with feedback. Assessment and Evaluation in Higher Education, 37(8), 963-973.
243. Parnell, R and Sara, K (2007). The Crit: An Architecture Student's Handbook. Amsterdam: Architectural Press.
244. Patry, M. (2009). Clickers in large classes: From student perceptions towards an understanding of best practices. International Journal for the Scholarship of Teaching and Learning, 3(2). http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/17. Accessed 28 October 2014.
245. Patton, C. (2012). 'Some kind of weird, evil experiment': Student perceptions of peer assessment. Assessment and Evaluation in Higher Education, 37(6), 719-731.
246. Pauli, K, Mohiyeddini, C., Bray, D., Michie, F. and Street, B. (2008). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology, 28(1), 47-58.
247. Payne, B., Monk-Turner, E., Smith, D. and Sumter, M. (2006). Improving group work: Voices of students. Education, 126(3), 441-448.
248. Payne, E. and Brown, G. (2011). Communication and practice with examination criteria: Does this influence performance in examinations? Assessment and Evaluation in Higher Education, 36(6), 619-626.
249. Pekrun, K, Goetz, T., Titz, W. and Perry, K (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
250. Percy, C. (2004). Critical absence versus critical engagement: Problematics of the crit in design learning and teaching. Art, Design and Communication in Higher Education, 2(3), 143-154.
251. Pieterse, V. and Thompson, L. (2010). Academic alignment to reduce the presence of 'social loafers' and 'diligent isolates' in student teams. Teaching in Higher Education, 15(4), 355-367.
252. Polanyi, M. (1967). The Tacit Dimension. New York: Anchor Books.
253. Postareff, L., Virtanen, V., Katajavuori, N. and Lindblom-Ylanne, S. (2012). Academics' conceptions of assessment and their assessment practices. Studies in Educational Evaluation, 38(1), 84-92.
254. Poulos, A. and Mahony, M. (2008). Effectiveness of feedback: The students' perspective. Assessment and Evaluation in Higher Education, 33(2), 143-154.
255. Price, M. (2005). Assessment standards: The role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education, 30(3), 215-230.
256. Price, M. (2013). Fostering institutional change: Overview. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Eeedback in Higher Education: Developing Dialogue with Students (pp. 145-146). London: Routledge.
257. Price, M., Carroll, J., O'Donovan, B. and Rust, C. (2011). If I was going there I wouldn't start from here: A critical commentary on current assessment practice. Assessment and Evaluation in Higher Education, 36(4), 479-492.
258. Price, M., Handley, K. and Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896.
259. Price, M., Handley, K., Millar, J. and O'Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment and Evaluation in Higher Education, 35(3), 277-289.
260. Price, M. and Rust, C. (1999). The experience of introducing a common criteria assessment grid across an academic department. Quality in Higher Education, 5(2), 133-144.
261. Price, M., Rust, C., O'Donovan, B. and Handley, K. (2012). Assessment Literacy: The Foundation for Improving Student Learning. Oxford: Oxford Centre for Staff and Learning Development.
262. Prosser, M. (2013a). Quality teaching, quality learning. In D. Salter (ed.), Cases on Quality Teaching Practices in Higher Education (pp. 26-37). Hershey, PA: Information Science.
263. Prosser, M. (2013b). The four-year degree in Hong Kong: An opportunity for quality enhancement. In R Land and G. Gordon (eds), Enhancing Quality in Higher Education: International Perspectives (pp. 201-212). London: Routledge.
264. Prosser, M., Martin, E., Trigwell, K., Ramsden, P. and Lueckenhausen, G. (2005). Academics' experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33(2), 137-157.
265. Prosser, M. and Trigwell. K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. Philadelphia, PA: Open University Press.
266. Quality Assurance Agency for Higher Education in England (QAA) (2009). Thematic Enquiries into Concerns about Academic Quality and Standards in Higher Education in England. www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Final ReportApril09.pdf. Accessed 8 April 2013.
267. Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.
268. Ramsden, P. (2003). Learning to Teach in Higher Education (2nd edition). London: Routledge Falmer.
269. Reddy, Y. and Andrade, H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35(4), 435-448.
270. Richardson, J. (2014). Coursework versus examinations in end-of-module assessment: A literature review. Assessment and Evaluation in Higher Education, DOI: 10.1080/02602938.2014.919628.
271. Rocca, K. (2010). Student participation in the college classroom: An extended multidisciplinary review. Communication Education, 59(2), 185-213.
272. Rogers, S. (2013). Calling the question: Do college instructors actually grade participation? College Teaching, 61(1), 11-22.
273. Roxa, T. and Martensson, K. (2009). Significant conversations and significant networks. Studies in Higher Education, 34(5), 547-559.
274. Roxa, T., Martensson, K. and Alveteg, M. (2011). Understanding and influencing teaching and learning cultures at university: A network approach. Higher Education, 62(1), 99-111.
275. Russell, M., Bygate, D. and Barefoot, H. (2013). Making learning-oriented assessment the experience of all our students: Supporting institutional change. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 172-189). London: Routledge.
276. 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.
277. 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(2), 147-164.
278. Sadler, D.R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191-209.
279. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
280. Sadler, D.R. (2002). Ah!. So that's 'quality'. In P. Schwartz and G. Webb (eds), Assessment: Case Studies, Experience and Practice from Higher Education (pp. 130-136). London: Kogan Page.
281. Sadler, D.R. (2005). Interpretations of criteria based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30(2), 175-194.
282. Sadler, D.R. (2009a). Grade integrity and the representation of academic achievement. Studies in Higher Education, 34(7), 807-826.
283. Sadler, D.R. (2009b). Indeterminacy in the use of preset criteria for assessment and grading. Assessment and Evaluation in Higher Education, 34(2), 159-179.
284. Sadler, D.R. (2009c). Transforming holistic assessment and grading into a vehicle for complex learning. In G. Joughin (ed.), Assessment, Learning and Judgment in Higher Education (pp. 45-63). Dordrecht: Springer.
285. Sadler, D.R. (2010a). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535-550.
286. Sadler, D.R. (2010b). Fidelity as a precondition for integrity in grading academic achievement. Assessment and Evaluation in Higher Education, 35(6), 727-743.
287. Sadler, D.R. (2013a). Assuring academic achievement standards: From moderation to calibration. Assessment in Education, 20(1), 5-19.
288. Sadler, D.R. (2013b). Opening up feedback: Teaching learners to see. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 54-63). London: Routledge.
289. Sambell, K. (2013). Involving students in the scholarship of assessment: Student voices on the feedback agenda for change. In S. Merry, M. Price, D. Carless and M. Taras (eds), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students (pp. 80-91). London: Routledge.
290. 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.
291. 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.
292. Sambell, K., McDowell, L. and Montgomery, C. (2013). Assessment for Learning in Higher Education. London: Routledge.
293. Samuelowicz, K. and Bain, J. (2002). Identifying academics' orientations to assessment practice. Higher Education, 43(2), 173-201.
294. Savin-Baden, M. (2010). The sound of feedback in higher education. Learning, Media and Technology, 35(1), 53-64.
295. Schrand, T. and Eliason, J. (2012). Feedback practices and signature pedagogies: What can liberal arts learn from the design critique? Teaching in Higher Education, 17(1), 51-62.
296. Scoles, J., Huxham, M. and McArthur, J. (2013). No longer exempt from good practice: Using exemplars to close the feedback gap in exams. Assessment and Evaluation in Higher Education, 38(6), 631-645.
297. Scott, S. (2014). Practising what we preach: Towards a student-centred definition of feedback. Teaching in Higher Education, 19(1), 49-57.
298. Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4), 453-472.
299. Shay, S. (2005). The assessment of complex tasks: A double reading. Studies in Higher Education, 30(6), 663-679.
300. Shay, S. (2008). Beyond social constructivist perspectives on assessment: The centring of knowledge. Teaching in Higher Education, 13(5), 595-605.
301. Shreeve, A., Sims, E. and Trowler, P. (2010). 'A kind of exchange': Learning from art and design teaching. Higher Education Research and Development, 29(2), 125-138.
302. Shulman, L. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59.
303. Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
304. Sin, C. (2013). Lost in translation: The meaning of learning outcomes across national and institutional policy contexts. Studies in Higher Education, 39(10), 1823-1837.
305. Skelton, A. (2005). Understanding Teaching Excellence in Higher Education: Towards a Critical Approach. London: Routledge.
306. Smith, C., Worsfold, K., Davies, L., Fisher, R and McPhail, R (2013). Assessment literacy and student learning: The case for explicitly developing students' 'assessment literacy'. Assessment and Evaluation in Higher Education, 38(1), 44-60.
307. Smith, K. and Tillema, H. (2008). The challenge of assessing portfolios: In search of criteria. In A. Havnes and L. McDowell (eds), Balancing Dilemmas in Assessment and Learning in Contemporary Education (pp. 183-195). New York: Routledge.
308. Snyder, B. (1971). The Hidden Curriculum. New York: Knopf.
309. Stefani, L., Mason, R. and Pegler, C. (2007). The Educational Potential of ePortfolios: Supporting Personal Development and Reflective Learning. London: Routledge.
310. Stowell, M. (2004). Equity, justice and standards: Assessment decision-making in higher education. Assessment and Evaluation in Higher Education, 29(4), 495-510.
311. Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being and acting. Innovations in Education and Teaching International, 49(1), 31-40.
312. Swaray, R. (2012). An evaluation of a group project designed to reduce free-riding and promote active learning. Assessment and Evaluation in Higher Education, 37(3), 285-292.
313. Tang, C. (1993). Spontaneous collaborative learning: A new dimension in student learning experience? Higher Education Research and Development, 12(2), 115-130.
314. Taras, M. (2006). Do unto others or not: Equity in feedback for undergraduates. Assessment and Evaluation in Higher Education, 31(3), 365-377.
315. Thomson, R. (2013). Implementation of criteria and standards-based assessment: An analysis of first-year learning guides. Higher Education Research and Development, 32(2), 272-286.
316. Tiwari, A. and Tang, C. (2003). From process to outcome: The effect of portfolio assessment on student learning. Nurse Education Today, 23(4), 269-277.
317. 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, 14(3), 281-294.
318. Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323-342.
319. Torrance, M., Thomas, G. and Robinson, E. (2000). Individual differences in undergraduate essay-writing strategies: A longitudinal study. Higher Education, 39(2), 181-200.
320. Trevitt, C., Macduff, A. and Steed, A. (2014). (e)Portfolios for learning and as evidence of achievement: Scoping the academic practice development agenda ahead. Internet and Higher Education, 20, 69-78.
321. Trigwell, K. and Prosser, M. (1991). Relating learning approaches, perceptions of context and learning outcomes. Higher Education, 22(3), 251-266.
322. Trowler, P. and Knight, P. (2002). Exploring the implementation gap: Theory and practices in change interventions. In P. Trowler (ed.), Higher Education Policy and Institutional Change (pp. 142-163). Buckingham: Society for Research into Higher Education and Open University Press.
323. Tuck, J. (2012). Feedback-giving as social practice: Teachers' perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education, 17(2), 209-221.
324. Vardi, I. (2013). Effectively feeding forward from one written assessment task to the next. Assessment and Evaluation in Higher Education, 38(5), 599-610.
325. Varlander, S. (2008). The role of students' emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145-156.
326. Voelkel, S. and Bennett, D. (2013). New uses for a familiar technology: Introducing mobile phone polling in large classes. Innovations in Education and Teaching International, 51(1), 46-58.
327. Volet, S. and Mansfield, C. (2006). Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education Research and Development, 25(4), 341-356.
328. Walker, J. (2010). Measuring plagiarism: Researching what students do, not what they say they do. Studies in Higher Education, 35(1), 41-59.
329. Walker, M. (2009). An investigation into written comments on assignments: Do students find them usable? Assessment and Evaluation in Higher Education, 34(1), 67-78.
330. Watkins, D., Dahlin, B. and Ekholm, A. (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.
331. Weaver, M. (2006). Do students value feedback? Students perceptions of tutors' written responses. Assessment and Evaluation in Higher Education, 31(3), 379-394.
332. Webster, H. (2006). Power, freedom and resistance: Excavating the design jury. International Journal of Art and Design Education, 25(3), 286-296.