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How technology shapes assessment design: Findings from a study of university teachers
5 references·9 citing·52 second hop
How technology shapes assessment design: Findings from a study of university teachers (2016)How technology shapes assessment design: …Peer and self assessment in massive online classes (2013)Peer and self assessment in m…An evaluation of the use of T urnitin for electronic submission and marking and as a formative feedback tool from an educator's perspective (2013)An evaluation of the use of T…What Forty Years of Research Says About the Impact of Technology on Learning (2011)What Forty Years of Research …From monologue to dialogue: improving written feedback processes in mass higher education (2010)From monologue to dialogue: i…Trust, distrust and their impact on assessment reform (2008)Trust, distrust and their imp…Educational Design in the Adoption of ICT for Sustainable Digital Learning in Social and Business Sciences: A Structural Equation Model (2024)Educational Design in the Ado…Beyond open book versus closed book: a taxonomy of restrictions in online examinations (2023)Beyond open book versus close…Determinants of higher education teachers’ intention to use technology-based exams (2022)Determinants of higher educat…Designing assessment in a digital world: an organising framework (2022)Designing assessment in a dig…Procesos de feedback para fomentar la autorregulación con soporte tecnológico en la educación superior: Revisión sistemática (2021)Procesos de feedback para fom…Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model (2020)Assessment of ICT in Tertiary…Technology and Feedback Design (2018)Technology and Feedback DesignEnvisioning the use of online tests in assessing twenty-first century learning: a literature review (2017)Envisioning the use of online…A framework for designing, implementing, communicating and researching peer assessment (2017)A framework for designing, im…Social psychology of creativity: A consensual assessment technique. (1982)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Dishonesty of Honest People: A Theory of Self-Concept Maintenance (2008)PeerStudio (2015)Informed Truthfulness in Multi-Task Peer Prediction (2016)Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation (2017)Statistical Methods for Meta-Analysis (1988)Introduction to Meta‐Analysis (2009)A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014)PISA 2018 Results (Volume V) (2020)Simulation-Based Learning in Higher Education: A Meta-Analysis (2020)Introduction to Meta‐Analysis (2021)Focus Groups: A Practical Guide for Applied Research (1989)Qualitative research practice: a guide for social science students and researchers (2003)Using thematic analysis in psychology (2006)“Check the grade, log out”: students’ engagement with feedback in learning management systems (2020)Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment (2021)Ethical framework for AI education based on large language models (2024)Formative assessment and the design of instructional systems (1989)Knowing What Students Know: The Science and Design of Educational Assessment (2013)Rethinking feedback practices in higher education: a peer review perspective (2013)Engagement through partnership: students as partners in learning and teaching in higher education (2016)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)The consequences of modernity (1990)Teaching For Quality Learning At University (1999)Learning to Teach in Higher Education (2003)Faculty and Students Conceptions of Assessment in Higher Education (2011)The (absent) politics of neo-liberal education policy (2012)Feedback: ensuring that it leads to enhanced learning (2015)The Journal of College Science Teaching (1971)Innovative Assessment in Higher Education (2006)Higher Education for the Public Good (2012)Is Online Assessment in Higher Education Institutions during COVID-19 Pandemic Reliable? (2020)Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators (2021)Assessment and Classroom Learning (1998)Peer Assessment Between Students in Colleges and Universities (1998)Teaching for Quality Learning at University: What the Student Does (1999)From design to reflection: Effects of peer-scoring and comments on students’ behavioral patterns and learning outcomes in musical theater performance (2020)Issues in Educational Research (1999)The Power of Feedback (2007)Enhancing Learning Through Self-assessment (2013)Classroom Assessment as Co-Regulated Learning: A Systematic Review (2021)A systematic review of the key components of online peer feedback practices in higher education (2023)The Role of Goal Orientation in Self-Regulated Learning (2000)How to Embed SRL in Online Learning Settings? Design Through Learning Analytics and Personalized Learning Design in Moodle (2023)SISTEMATIZACIÓN DE NUESTRA EXPERIENCIA CON LA PSICOLOGÍA en general y la PSICOLOGÍA FORENSE EN PANAMA (2023)A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies (2012)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)The development of student feedback literacy: enabling uptake of feedback (2018)Designing the digital in authentic assessment: is it fit for purpose? (2022)The assessment challenge of social and collaborative learning in higher education (2022)Student identification of the social, economic and environmental implications of using Generative Artificial Intelligence (GenAI): identifying student ethical awareness of ChatGPT from a scaffolded multi-stage assessment (2025)
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References

  • 2010From monologue to dialogue: improving written feedback processes in mass higher education1,061 cited
  • 2011What Forty Years of Research Says About the Impact of Technology on Learning1,025 cited
  • 2013Peer and self assessment in massive online classes390 cited
  • 2008Trust, distrust and their impact on assessment reform212 cited
  • 2013An evaluation of the use of T urnitin for electronic submission and marking and as a formative feedback tool from an educator's perspective58 cited

Cited by

  • 2017Envisioning the use of online tests in assessing twenty-first century learning: a literature review132 cited
  • 2022Designing assessment in a digital world: an organising framework116 cited
  • 2021Procesos de feedback para fomentar la autorregulación con soporte tecnológico en la educación superior: Revisión sistemática77 cited
  • 2018Technology and Feedback Design67 cited
  • 2017A framework for designing, implementing, communicating and researching peer assessment65 cited
  • 2023Beyond open book versus closed book: a taxonomy of restrictions in online examinations30 cited
  • 2022Determinants of higher education teachers’ intention to use technology-based exams23 cited
  • 2024Educational Design in the Adoption of ICT for Sustainable Digital Learning in Social and Business Sciences: A Structural Equation Model13 cited

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2020
Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model
13 cited