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Grading systems, features of assessment and students’ approaches to learning
12 references·1 citing·44 second hop
Grading systems, features of assessment and students’ approaches to learning (2009)Grading systems, features of assessment a…Assessing highly‐creative ability1 (2005)Assessing highly‐creative abi…Know what I mean? Enhancing student understanding of assessment standards and criteria (2004)Know what I mean? Enhancing s…Interpretations of criteria‐based assessment and grading in higher education (2004)Interpretations of criteria‐b…Assessment criteria: reflections on current practices (2004)Assessment criteria: reflecti…Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes (2003)Improving Students' Learning …Demystifying Critical Reflection: Defining criteria for assessment (2003)Demystifying Critical Reflect…Commercialising Higher Education in the UK: The state, industry and peer review (2003)Commercialising Higher Educat…Sacrifices in Greedy Universities: Are they gendered? (2000)Sacrifices in Greedy Universi…Inlärning och Omvärldsuppfattning : en bok om den studerande människan (1999)Inlärning och Omvärldsuppfatt…Up to the mark: A study of the examination game (1974)Up to the mark: A study of th…The hidden curriculum (1973)The hidden curriculumPsychological Principles in System Development (1962)Psychological Principles in S…Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects (2012)Students’ approaches to learn…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)Greedy Institutions: Patterns of Undivided Commitment. (1975)Greedy Institutions: Patterns of Undivided Commitment. By Lewis A. Coser. (New York: The Free Press, 1974. Pp. 166. $7.95.) (1977)The overworked American: the unexpected decline of leisure (1992)Mothers in the Academy: Positioned and positioning within discourses of the 'successful academic' and the 'good mother' (2002)Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities (2006)Boundary-work between work and life in the high-speed university (2011)Mind in Society: The Development of Higher Psychological Processes (1978)The Tacit Dimension (1997)The Knowledge-Creating Company (1998)If I was going there I wouldn’t start from here: a critical commentary on current assessment practice (2010)Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’ (2011)Reconceptualising assessment feedback: a key to improving student learning? (2011)The Postmodern Condition: A Report on Knowledge (1984)“Our competitive future: Building the knowledge-driven economy” (1999)Strategy development in UK higher education: towards resource‐based competitive advantages (2004)Branding higher education: Equivalence and difference in developing identity (2007)Accounting academia and the threat of the paying-off mentality (2013)Higher Education Management (2015)SECI, Ba and Leadership: a Unified Model of Dynamic Knowledge Creation (2000)Learning‐oriented assessment: conceptual bases and practical implications (2007)Authentic assessment: creating a blueprint for course design (2017)A theory of data. (1960)Formative assessment and the design of instructional systems (1989)Teaching for Quality Learning at University: What the Student Does (1999)Developing Effective Assessment in Higher Education: A Practical Guide (2007)Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context (2019)Raising the Bar on Criticality: Students’ Critical Reflection in an Internship Program (2006)CONNECTING UNIVERSITY SUPERVISION AND CRITICAL REFLECTION: MENTORING AND MODELING (2009)Reconstructing the internship program as a critical reflexive practice: the role of tutorship (2018)Learning about learning (1979)Student learning and perceptions of the academic environment (1979)Assessment and the promotion of academic values (1990)“Tuck in that Shirt!” Race, Class, Gender, and Discipline in an Urban School (2005)Conceptualizing the curriculum enactment process in mathematics education (2014)Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding (2014)Toward understanding the role of tasks in behavioral research (1969)Toward a taxonomy of human performance. (1975)Development and field evaluation of an interdisciplinary measure of job design. (1985)
this work references cited by second hop

References

  • 1973The hidden curriculum694 cited
  • 2003Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes630 cited
  • 2004Interpretations of criteria‐based assessment and grading in higher education602 cited
  • 2004Know what I mean? Enhancing student understanding of assessment standards and criteria300 cited
  • 1974Up to the mark: A study of the examination game285 cited
  • 1962Psychological Principles in System Development255 cited
  • 2000Sacrifices in Greedy Universities: Are they gendered?169 cited
  • 2003Commercialising Higher Education in the UK: The state, industry and peer review144 cited
  • 2003Demystifying Critical Reflection: Defining criteria for assessment95 cited
  • 2004Assessment criteria: reflections on current practices87 cited
  • 2005Assessing highly‐creative ability155 cited
  • 1999Inlärning och Omvärldsuppfattning : en bok om den studerande människan32 cited

Cited by

  • 2012Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects51 cited

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