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Development of a Socioeconomic Inclusive Assessment Framework for Online Learning in Higher Education
16 references·0 citing·38 second hop
Development of a Socioeconomic Inclusive Assessment Framework for Online Learning in Higher Education (2022)Development of a Socioeconomic Inclusive …Transition to online learning during the COVID-19 pandemic (2021)Transition to online learning…Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students’ Perspectives (2021)Advantages and Disadvantages …A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning (2021)A Literature Review on Impact…What are inclusive pedagogies in higher education? A systematic scoping review (2020)What are inclusive pedagogies…The need to disentangle assessment and feedback in higher education (2020)The need to disentangle asses…Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach (2020)Rural online learning in the …Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris (2020)Global Education Monitoring R…Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach (2018)Systematic review or scoping …PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation (2018)PRISMA Extension for Scoping …Scoping studies: advancing the methodology (2010)Scoping studies: advancing th…Developing sustainable feedback practices (2010)Developing sustainable feedba…Effective Online Instructional and Assessment Strategies (2007)Effective Online Instructiona…Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Scoping studies: towards a methodological framework (2005)Scoping studies: towards a me…Excluding the included: A reconsideration of inclusive education (2001)Excluding the included: A rec…Assessment and Learning: differences and relationships between formative and summative assessment (1997)Assessment and Learning: diff…Formative assessment and the design of instructional systems (1989)The Power of Feedback (2007)Sustainable assessment revisited (2015)Authentic assessment: creating a blueprint for course design (2017)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)Three Approaches to Qualitative Content Analysis (2005)A typology of reviews: an analysis of 14 review types and associated methodologies (2009)Updated methodological guidance for the conduct of scoping reviews (2020)Educational Psychology: A Cognitive View (1968)ON EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW (1979)Teachers' summative practices and assessment for learning – tensions and synergies (2005)Clarifying the purposes of educational assessment (2007)Applying learning theories and instructional design models for effective instruction (2016)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Rethinking models of feedback for learning: the challenge of design (2012)Making Sense of Assessment Feedback in Higher Education (2013)Coefficient Alpha and the Internal Structure of Tests (1951)Educational Research: Competencies for Analysis and Application (1995)Educational Research: Competencies for Analysis and Applications (2014)Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation (2019)Engagement in Online Learning: Student Attitudes and Behavior During COVID-19 (2022)Pillars of online pedagogy: A framework for teaching in online learning environments (2022)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)The PRISMA 2020 statement: an updated guideline for reporting systematic reviews (2021)The PRISMA 2020 statement: an updated guideline for reporting systematic reviews (2021)The PRISMA 2020 statement: An updated guideline for reporting systematic reviews (2021)The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration (2009)Updated methodological guidance for the conduct of scoping reviews (2021)Recommendations for the extraction, analysis, and presentation of results in scoping reviews (2022)Online Learning: A Panacea in the Time of COVID-19 Crisis (2020)Prevalence of mental health problems and sleep disturbances in nursing students during the COVID-19 pandemic: A systematic review and meta-analysis (2021)Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies (2022)K-12 students’ online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory (2021)Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review (2022)Inclusive education in Africa: Transforming higher education in low-income countries (2025)
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References

  • 2018PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation43,318 cited
  • 2005Scoping studies: towards a methodological framework36,603 cited
  • 2010Scoping studies: advancing the methodology15,226 cited
  • 2018Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach11,351 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2021A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning2,399 cited
  • 2010Developing sustainable feedback practices869 cited
  • 1997Assessment and Learning: differences and relationships between formative and summative assessment624 cited
  • 2007Effective Online Instructional and Assessment Strategies542 cited
  • 2020Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris441 cited
  • 2021Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students’ Perspectives437 cited
  • 2020Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach425 cited
  • 2021Transition to online learning during the COVID-19 pandemic381 cited
  • 2001Excluding the included: A reconsideration of inclusive education

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334 cited
  • 2020The need to disentangle assessment and feedback in higher education295 cited
  • 2020What are inclusive pedagogies in higher education? A systematic scoping review222 cited
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