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The influence of disciplinary assessment patterns on student learning: a comparative study
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The influence of disciplinary assessment patterns on student learning: a comparative study (2014)The influence of disciplinary assessment …Establishing the critical elements that determine authentic assessment (2013)Establishing the critical ele…How approaches to teaching are affected by discipline and teaching context (2006)How approaches to teaching ar…Signature pedagogies in the professions (2005)Signature pedagogies in the p…Conditions Under Which Assessment Supports Students’ Learning (2005)Conditions Under Which Assess…Learning to Teach in Higher Education (2003)Learning to Teach in Higher E…Teaching and Learning in their Disciplinary Contexts: A conceptual analysis (2002)Teaching and Learning in thei…Learning to Teach in Higher Education (2002)Learning to Teach in Higher E…Disciplinary Differences and University Teaching (2001)Disciplinary Differences and …Teaching For Quality Learning At University (1999)Teaching For Quality Learning…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…The significance of disciplinary differences (1994)The significance of disciplin…Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines (1991)Academic Tribes and Territori…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Academic tribes and territories (1989)Academic tribes and territori…The characteristics of subject matter in different academic areas. (1973)The characteristics of subjec…Relationships between subject matter characteristics and the structure and output of university departments. (1973)Relationships between subject…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)The Reflective Practitioner: How Professionals Think in Action (1985)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)The Concept of Mind (2006)Trends in Global Higher Education: Tracking an Academic Revolution (2010)The Structure of Scientific Revolutions (1963)Scientists in Organizations (1968)Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research (1987)A performance indicator of teaching quality in higher education: The Course Experience Questionnaire (1991)Little Science, Big Science (1963)Management as ideology: the case of ‘new managerialism’ in higher education (2005)Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2009)Developing undergraduate research and inquiry (2010)Leaving College: Rethinking the Causes and Cures of Student Attrition (1988)Differing perceptions in the feedback process (2006)Peer feedback: the learning element of peer assessment (2006)Making Sense of Assessment Feedback in Higher Education (2013)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Developing the theory of formative assessment (2009)Inside the Black Box: Raising Standards through Classroom Assessment (2010)The development of student feedback literacy: enabling uptake of feedback (2018)The indiscipline of tourism (1997)Regulation Inside Government (1999)Enhancing teaching through constructive alignment (1996)Problem-Based Learning: What and How Do Students Learn? (2004)The ‘digital natives’ debate: A critical review of the evidence (2008)Firmar a posição como professor, afirmar a profissão docente (2017)Assessment, feedback and the alchemy of learning (2018)University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002)The Theory and Practice of Online Learning (2008)
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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 1999Teaching For Quality Learning At University7,559 cited
  • 2003Learning to Teach in Higher Education5,110 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 1991Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines2,729 cited
  • 2002Learning to Teach in Higher Education2,247 cited
  • 2005Signature pedagogies in the professions2,059 cited
  • 1989Academic tribes and territories1,938 cited
  • 1973The characteristics of subject matter in different academic areas.1,770 cited
  • 2005Conditions Under Which Assessment Supports Students’ Learning1,265 cited
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  • 2002Teaching and Learning in their Disciplinary Contexts: A conceptual analysis586 cited
  • 2001Disciplinary Differences and University Teaching477 cited

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Establishing the critical elements that determine authentic assessment
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