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Planning and Implementing Assessment
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Planning and Implementing Assessment (2016)Planning and Implementing AssessmentA scholarly approach to solving the feedback dilemma in practice (2015)A scholarly approach to solvi…360 degree feedback: an integrative framework for learning and assessment (2014)360 degree feedback: an integ…Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning – A review of research studies (2011)Assessing assessment quality:…Grade integrity and the representation of academic achievement (2009)Grade integrity and the repre…Fidelity as a precondition for integrity in grading academic achievement (2009)Fidelity as a precondition fo…Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning (2008)Transforming Holistic Assessm…Examining Organizational Contextual Features That Affect Implementation of Equity Initiatives (2008)Examining Organizational Cont…A Qualitative Student Evaluation of Group Learning in Higher Education (2007)A Qualitative Student Evaluat…Student self-assessment and its impact on learning – A pilot study (2006)Student self-assessment and i…Student Experience of Group Work and Group Assessment in Higher Education (2006)Student Experience of Group W…Course-Embedded Assessments for Evaluating Cross-Functional Integration and Improving the Teaching-Learning Process (2005)Course-Embedded Assessments f…Conceptual Learning: The Priority for Higher Education (2005)Conceptual Learning: The Prio…Application of ICT and rubrics to the assessment process where professional judgement is involved: the features of an e‐marking tool (2005)Application of ICT and rubric…How reflective is the academic essay? (2004)How reflective is the academi…Assessment criteria: reflections on current practices (2004)Assessment criteria: reflecti…Are assessors professional? (2000)Are assessors professional?Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)Actual Minds, Possible Worlds (1986)Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2019)A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020)Revisiting “The Power of Feedback” from the perspective of the learner (2022)Formative assessment and the design of instructional systems (1989)Toward a general theory of expertise : prospects and limits (1991)From copying to learning: using exemplars to engage students with assessment criteria and feedback (2009)Mark my words: the role of assessment criteria in UK higher education grading practices (2011)The Nature of Expertise (2014)Assessment for learning: a catalyst for student self-regulation (2016)Qualitative evaluation and research methods (1990)Qualitative evaluation and research methods (1990)Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education (2014)Students’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya (2014)A phenomenological study of teamwork in online and face-to-face student teams (2017)What Is History (1961)Theory in Practice: Increasing Professional Effectiveness (1976)The significance of disciplinary differences (1994)How do i do? Investigating effects of expertise and performance‐process records on self‐assessment (2008)Assessment quality in tertiary education: An integrative literature review (2017)Using adaptive comparative judgment for student formative feedback and learning during a middle school design project (2018)Educational measurement, 3rd ed. (1989)Assessment and Classroom Learning (1998)Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond (2018)Good and bad practices in rubrics: the perspectives of students and educators (2019)A systematic review on peer assessment: intrapersonal and interpersonal factors (2023)Higher education as a filter (1973)Teaching For Quality Learning At University (1999)Effects of Perceived Social Loafing, Social Interdependence, and Group Affective Tone on Students’ Group Learning Performance (2014)Student wellbeing and assessment in higher education: the balancing act (2020)Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration (2021)The methodology of evaluation (1966)Goal setting and task performance: 1969–1980. (1981)Assuring academic achievement standards: from moderation to calibration (2012)Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others? (2023)Professionalism Reborn: Theory, Prophecy and Policy. (1995)What the Student Does: teaching for enhanced learning (1999)A Handbook for Teaching and Learning in Higher Education (2008)Assessing context‐based learning: not only rigorous but also relevant (2008)Design and development of rubrics to improve assessment outcomes (2011)Enhancing Learning Through Self-assessment (2013)To make a long story short: A rubric for assessing graduate students’ academic and popular science writing skills (2017)Measurement and Assessment in Teaching (1994)Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005)Academic freedom, achievement standards and professional identity (2011)AFFORDANCES OF FLIPPED LEARNING AND ITS EFFECTS ON STUDENT ENGAGEMENT AND ACHIEVEMENT (2014)Three in-course assessment reforms to improve higher education learning outcomes (2015)
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  • 2014360 degree feedback: an integrative framework for learning and assessment63 cited
  • 2006Student self-assessment and its impact on learning – A pilot study

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61 cited
  • 2008Examining Organizational Contextual Features That Affect Implementation of Equity Initiatives59 cited
  • 2005Course-Embedded Assessments for Evaluating Cross-Functional Integration and Improving the Teaching-Learning Process57 cited