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Qualitative differences in academics’ conceptions of e-assessment
16 references·1 citing·37 second hop
Qualitative differences in academics’ conceptions of e-assessment (2018)Qualitative differences in academics’ con…Learning and Awareness (2013)Learning and AwarenessRethinking models of feedback for learning: the challenge of design (2012)Rethinking models of feedback…What is assessment for learning? (2011)What is assessment for learni…Online formative assessment in higher education: A review of the literature (2011)Online formative assessment i…The Power of Feedback (2007)The Power of FeedbackFormative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Variation and commonality in phenomenographic research methods (2005)Variation and commonality in …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 for Quality Learning at University: What the Student Does (1999)Teaching for Quality Learning…InterViews: An introduction to qualitative research interviewing (1997)InterViews: An introduction t…A reconceptualisation of the research into university academics' conceptions of teaching (1997)A reconceptualisation of the …Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines (1991)Academic Tribes and Territori…Phenomenography-a research approach to investigating different understandings of reality (1986)Phenomenography-a research ap…On the definition of feedback (1983)On the definition of feedbackTheory in Practice: Increasing Professional Effectiveness (1976)Theory in Practice: Increasin…Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic: The Case of China (2021)Teacher Engagement with Onlin…Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)A Systematic Literature Review of Students as Partners in Higher Education (2017)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)Little Science, Big Science (1963)The Structure of Scientific Revolutions (1963)The characteristics of subject matter in different academic areas. (1973)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)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Making Sense of Assessment Feedback in Higher Education (2013)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)Interpretations of criteria‐based assessment and grading in higher education (2004)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Authentic assessment: creating a blueprint for course design (2017)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)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)Sustainable Assessment: Rethinking assessment for the learning society (2000)The Argumentative Turn in Policy Analysis and Planning (1993)An Integrative Framework for Collaborative Governance (2011)Learning by Expanding (2014)“Outing” the Researcher: The Provenance, Process, and Practice of Reflexivity (2002)The qualitative interview in IS research: Examining the craft (2007)Yarning About Yarning as a Legitimate Method in Indigenous Research (2010)A phenomenographic study of academics' conceptions of science learning and teaching (1994)Qualitative differences in approaches to teaching first year university science (1994)
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References

  • 2007The Power of Feedback12,871 cited
  • 1997InterViews: An introduction to qualitative research interviewing7,238 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2003Learning to Teach in Higher Education5,110 cited
  • 1976Theory in Practice: Increasing Professional Effectiveness4,083 cited
  • 2013Learning and Awareness3,699 cited
  • 1999Teaching for Quality Learning at University: What the Student Does3,341 cited
  • 1991Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines2,729 cited
  • 1986Phenomenography-a research approach to investigating different understandings of reality1,716 cited
  • 2012Rethinking models of feedback for learning: the challenge of design1,636 cited
  • 1997A reconceptualisation of the research into university academics' conceptions of teaching1,310 cited
  • 2011What is assessment for learning?1,281 cited
  • 2011Online formative assessment in higher education: A review of the literature1,267 cited
  • 2005Conditions Under Which Assessment Supports Students’ Learning1,265 cited
  • 2005Variation and commonality in phenomenographic research methods

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931 cited
  • 1983On the definition of feedback915 cited
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    • 2021Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic: The Case of China65 cited