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Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities
16 references·1 citing·45 second hop
Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities (2018)Struggling and juggling: a comparison of …The Slow Professor: Challenging the Culture of Speed in the Academy (2016)The Slow Professor: Challengi…The Slow Professor (2016)The Slow ProfessorStudents as co‐creators of teaching approaches, course design, and curricula: implications for academic developers (2011)Students as co‐creators of te…Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011)Cognitive Load Theory: How Ma…Academically Adrift: Limited Learning on College Campuses (2011)Academically Adrift: Limited …Inside the Black Box: Raising Standards through Classroom Assessment (2010)Inside the Black Box: Raising…From monologue to dialogue: improving written feedback processes in mass higher education (2010)From monologue to dialogue: i…Feedback : all that effort, but what is the effect? (2010)Feedback : all that effort, b…Academically Adrift (2010)Academically AdriftLearning‐oriented assessment: conceptual bases and practical implications (2007)Learning‐oriented assessment:…Aligning assessment with long‐term learning (2006)Aligning assessment with long…University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002)University Students' Percepti…Summative Assessment in Higher Education: Practices in disarray (2002)Summative Assessment in Highe…Sustainable Assessment: Rethinking assessment for the learning society (2000)Sustainable Assessment: Rethi…Formative assessment and the design of instructional systems (1989)Formative assessment and the …ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities (2021)What’s on the syllabus? An an…Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Assessment and Classroom Learning (1998)Differing perceptions in the feedback process (2006)Making Sense of Assessment Feedback in Higher Education (2013)Sustainable assessment revisited (2015)The Power of Feedback (2007)Qualitative Data Analysis (2008)Facilitating productive use of feedback in higher education (2012)Researching feedback dialogue: an interactional analysis approach (2015)‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience (2016)EQS : structural equations program manual (1989)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Learning to Teach in Higher Education (2003)Instruments for obtaining student feedback: a review of the literature (2005)Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010)Defining and Measuring Academic Success (2020)The Role of Assessment in a Learning Culture (2000)Taking science to school: learning and teaching science in grades K-8 (2008)Developing the theory of formative assessment (2009)The New Meaning of Educational Change (2010)Contingency, Irony, and Solidarity (1989)Risk Society, Towards a New Modernity (1994)Rethinking models of feedback for learning: the challenge of design (2012)Qualitative Analysis for Social Scientists (1987)Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development (2013)Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships (2015)Democracy and Education (2015)Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2015)A Systematic Literature Review of Students as Partners in Higher Education (2017)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)The development of student feedback literacy: enabling uptake of feedback (2018)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)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 Flipped Classroom (2013)Why Students Choose STEM Majors (2013)Enhancing Student Engagement Using the Flipped Classroom (2014)Phenomenography ? Describing conceptions of the world around us (1981)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)
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References

  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,228 cited
  • 2000Sustainable Assessment: Rethinking assessment for the learning society1,545 cited
  • 2011Academically Adrift: Limited Learning on College Campuses1,455 cited
  • 2002University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice1,415 cited
  • 2006Aligning assessment with long‐term learning1,265 cited
  • 2010From monologue to dialogue: improving written feedback processes in mass higher education1,061 cited
  • 2011Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers740 cited
  • 2010Feedback : all that effort, but what is the effect?734 cited
  • 2011Cognitive Load Theory: How Many Types of Load Does It Really Need?723 cited
  • 2016The Slow Professor689 cited
  • 2007Learning‐oriented assessment: conceptual bases and practical implications638 cited
  • 2010Academically Adrift561 cited
  • 2016The Slow Professor: Challenging the Culture of Speed in the Academy

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499 cited
  • 2002Summative Assessment in Higher Education: Practices in disarray386 cited
  • Cited by

    • 2021What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities56 cited