Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Contrasting forms of understanding for degree examinations: the student experience and its implications

10 references·16 citing·35 second hop

FromToDepth

this work references cited by second hop

References

1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
1981Phenomenography ? Describing conceptions of the world around us3,269 cited
1984Understanding Student Learning2,377 cited
2013The Experience of Learning991 cited
1988Improving Learning : New Perspectives672 cited
1990Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments646 cited
1990Conceptions of Educational Achievement408 cited
1987Student Learning: Research in Education and Cognitive Psychology296 cited
1977SYMPOSIUM: LEARNING PROCESSES AND STRATEGIES—III285 cited
1974Up to the mark: A study of the examination game285 cited

Cited by

1997“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment319 cited
2002Using Assessment for Learning and Learning from Assessment314 cited
1997Deep and surface learning: a simple or simplistic dichotomy?310 cited
2005Formative assessment: a key to deep learning?291 cited
2006On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

276 cited

1998The Construction of the Hidden Curriculum: messages and meanings in the assessment of student learning257 cited

2009Harmonizing technology with interaction in blended problem-based learning245 cited

2008Students’ conceptions of assessment: Links to outcomes202 cited

2006Students’ assessment preferences and approaches to learning: can formative assessment make a difference?197 cited

2003Adult Meaning Making In The Undergraduate Classroom193 cited

2002The relationship between learning approaches and learning outcomes: a study of Irish accounting students190 cited

2012Competency development in business graduates: An industry-driven approach for examining the alignment of undergraduate business education with industry requirements190 cited

2011Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment180 cited

2006New Insights Into Learning and Teaching and Their Implications for Assessment175 cited

1992Experiences of understanding in revising for degree examinations170 cited

2004How Future Goals Enhance Motivation and Learning in Multicultural Classrooms165 cited