SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
The quality of assessment tasks as a determinant of learning
16 references·1 citing·44 second hop
The quality of assessment tasks as a determinant of learning (2020)The quality of assessment tasks as a dete…A Concise Introduction to Mixed Methods Research (2021)A Concise Introduction to Mix…The challenges of feedback in higher education (2019)The challenges of feedback in…What makes for effective feedback: staff and student perspectives (2018)What makes for effective feed…Partial Least Squares Path Modeling (2017)Partial Least Squares Path Mo…Mediation analysis in partial least squares path modeling (2016)Mediation analysis in partial…Sustainable assessment revisited (2015)Sustainable assessment revisi…A primer on partial least squares structural equation modeling (PLS-SEM) (2015)A primer on partial least squ…Exploring learning-oriented assessment processes (2014)Exploring learning-oriented a…A primer on partial least squares structural equation modeling (PLS-SEM) (2014)A primer on partial least squ…Rethinking models of feedback for learning: the challenge of design (2012)Rethinking models of feedback…Assessment for Learning in Higher Education (2012)Assessment for Learning in Hi…Formative versus reflective measurement models: Two applications of formative measurement (2008)Formative versus reflective m…Improving Assessment through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education (2005)Improving Assessment through …A five-dimensional framework for authentic assessment (2004)A five-dimensional framework …Teaching for Quality Learning at University: What the Student Does (1999)Teaching for Quality Learning…Teaching For Quality Learning At University (1999)Teaching For Quality Learning…Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education (2021)Introducing and Evaluating th…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)The ‘digital natives’ debate: A critical review of the evidence (2008)Trends in Global Higher Education: Tracking an Academic Revolution (2010)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)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)Situated Cognition and the Culture of Learning (1989)Cognitive Architecture and Instructional Design (1998)Educational Leadership (2003)Authentic Learning Environments (2013)AMEE Consensus Statement: Planetary health and education for sustainable healthcare (2021)Coefficient Alpha and the Internal Structure of Tests (1951)A Paradigm for Developing Better Measures of Marketing Constructs (1979)Structural equation modeling in practice: A review and recommended two-step approach. (1988)Deconstructing the construct: A network perspective on psychological phenomena (2011)The Double-Edged Nature of Board Gender Diversity: Diversity, Firm Performance, and the Power of Women Directors as Predictors of Strategic Change (2013)Knowledge-based human resource management practices, intellectual capital and innovation (2017)Visible learning: a synthesis of over 800 meta‐analyses relating to achievement (2009)Assessment rubrics: towards clearer and more replicable design, research and practice (2015)The need to disentangle assessment and feedback in higher education (2020)A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models (1982)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)An assessment of the use of partial least squares structural equation modeling (PLS-SEM) in hospitality research (2017)Partial least squares structural equation modeling in HRM research (2018)Rethinking some of the rethinking of partial least squares (2019)Designing and Conducting Mixed Methods Research (2007)Qualitative and descriptive research: Data type versus data analysis (2015)Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. (2018)Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic (2020)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)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)Partial least squares structural equation modeling (PLS-SEM) (2014)When to use and how to report the results of PLS-SEM (2018)Common Beliefs and Reality About PLS (2014)Assessing measurement model quality in PLS-SEM using confirmatory composite analysis (2019)
this work references cited by second hop

References

  • 2015A primer on partial least squares structural equation modeling (PLS-SEM)18,923 cited
  • 2014A primer on partial least squares structural equation modeling (PLS-SEM)12,786 cited
  • 1999Teaching For Quality Learning At University7,559 cited
  • 2021A Concise Introduction to Mixed Methods Research4,472 cited
  • 1999Teaching for Quality Learning at University: What the Student Does3,341 cited
  • 2016Mediation analysis in partial least squares path modeling2,345 cited
  • 2012Rethinking models of feedback for learning: the challenge of design1,636 cited
  • 2008Formative versus reflective measurement models: Two applications of formative measurement1,347 cited
  • 2004A five-dimensional framework for authentic assessment913 cited
  • 2015Sustainable assessment revisited575 cited
  • 2018What makes for effective feedback: staff and student perspectives514 cited
  • 2005Improving Assessment through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education446 cited
  • 2017Partial Least Squares Path Modeling423 cited
  • 2019The challenges of feedback in higher education335 cited
  • 2012Assessment for Learning in Higher Education316 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 2014Exploring learning-oriented assessment processes315 cited
  • Cited by

    • 2021Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education23 cited