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Using AI is easy; judging with AI is not: Readiness and responsibility in hospitality and tourism education
16 references·0 citing·52 second hopsampled
Using AI is easy; judging with AI is not: Readiness and responsibility in hospitality and tourism education (2026)Using AI is easy; judging with AI is not:…Developing evaluative judgement for a time of generative artificial intelligence (2024)Developing evaluative judgeme…A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work (2024)A critical review of GenAI po…The development of student feedback literacy: enabling uptake of feedback (2018)The development of student fe…Dialogue within peer feedback processes: clarification and negotiation of meaning (2018)Dialogue within peer feedback…Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)Developing evaluative judgeme…Project-based learning: A review of the literature (2016)Project-based learning: A rev…Sustainable assessment revisited (2015)Sustainable assessment revisi…Does student engagement in self-assessment calibrate their judgement over time? (2013)Does student engagement in se…Triangulation 2.0 (2012)Triangulation 2.0From Field Notes, to Transcripts, to Tape Recordings: Evolution or Combination? (2012)From Field Notes, to Transcri…The Power of Feedback (2007)The Power of FeedbackSociomaterial Practices: Exploring Technology at Work (2007)Sociomaterial Practices: Expl…Using thematic analysis in psychology (2006)Using thematic analysis in ps…Problem-Based Learning: What and How Do Students Learn? (2004)Problem-Based Learning: What …The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment (2002)The Use of Exemplars and Form…Whatever happened to qualitative description? (2000)Whatever happened to qualitat…Qualitative evaluation and research methods (1990)Qualitative Data Analysis: An Expanded Sourcebook (1994)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Older Adults' Reasons for Using Technology while Aging in Place (2015)Thematic Analysis (2017)Reflecting on reflexive thematic analysis (2019)Handbook of qualitative research (1999)Writing: A Method of Inquiry (2004)Paradigmatic Controversies, Contradictions, and Emerging Confluences. (2005)Investigator Triangulation (2015)Research Design for Mixed Methods (2015)Denzin’s Paradigm Shift: Revisiting Triangulation in Qualitative Research (2018)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible learning: a synthesis of over 800 meta‐analyses relating to achievement (2009)Rethinking models of feedback for learning: the challenge of design (2012)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)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Self-Efficacy: The Exercise of Control (1999)Overview of Problem-based Learning: Definitions and Distinctions (2006)Implications for educational practice of the science of learning and development (2019)Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay (1984)Diffusion of innovations (2003)Reassembling the Social (2005)10 Sociomateriality: Challenging the Separation of Technology, Work and Organization (2008)The sociomateriality of organisational life: considering technology in management research (2009)Social Media Use in Organizations: Exploring the Affordances of Visibility, Editability, Persistence, and Association (2013)Naturalistic inquiry (1985)Qualitative evaluation and research methods (1990)What's in a name? Qualitative description revisited (2009)The Use of Triangulation in Qualitative Research (2014)Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis (2017)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Project-Based Learning for the 21st Century: Skills for the Future (2010)Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators (2019)The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020)The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis (2024)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)Formative assessment and the design of instructional systems (1989)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)What makes for effective feedback: staff and student perspectives (2018)Developing a learning-centred framework for feedback literacy (2019)Teacher feedback literacy and its interplay with student feedback literacy (2020)Personal Knowledge: Towards a Post-Critical Philosophy (1959)The power of internal feedback: exploiting natural comparison processes (2020)
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References

  • 2006Using thematic analysis in psychology193,725 cited
  • 2007The Power of Feedback12,871 cited
  • 2000Whatever happened to qualitative description?12,118 cited
  • 2004Problem-Based Learning: What and How Do Students Learn?5,247 cited
  • 2007Sociomaterial Practices: Exploring Technology at Work3,243 cited
  • 2018The development of student feedback literacy: enabling uptake of feedback2,411 cited
  • 2016Project-based learning: A review of the literature1,755 cited
  • 2012Triangulation 2.01,439 cited
  • 2017Developing evaluative judgement: enabling students to make decisions about the quality of work805 cited
  • 2015Sustainable assessment revisited575 cited
  • 2024A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work360 cited
  • 2024Developing evaluative judgement for a time of generative artificial intelligence303 cited
  • 2002The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment291 cited
  • 2012From Field Notes, to Transcripts, to Tape Recordings: Evolution or Combination?259 cited
  • 2013Does student engagement in self-assessment calibrate their judgement over time?

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220 cited
  • 2018Dialogue within peer feedback processes: clarification and negotiation of meaning214 cited
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