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Prompting undergraduate students' metacognition of learning: implementing 'meta-learning' assessment tasks in the biomedical sciences

Assessment and evaluation in higher education, 2018-02, Vol.43 (2), p.272-285

2018

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Improving engagement: the use of 'Authentic self-and peer-assessment for learning' to enhance the student learning experience

Assessment and evaluation in higher education, 2013-11, Vol.38 (7), p.875-891

Kearney, Sean

2013

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Rethinking models of feedback for learning: the challenge of design

Assessment and evaluation in higher education, 2013-09, Vol.38 (6), p.698-712

2013

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Developing a learning-centred framework for feedback literacy

Assessment and evaluation in higher education, 2020-05, Vol.45 (4), p.527-540

2020

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Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics

Assessment and evaluation in higher education, 2020-05, Vol.45 (4), p.554-567

2020

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Assessment literacy and student learning: the case for explicitly developing students 'assessment literacy'

Assessment and evaluation in higher education, 2013-02, Vol.38 (1), p.44-60

2013

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Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context

Assessment and evaluation in higher education, 2020-02, Vol.45 (2), p.304-316

2020

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Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs

Assessment and evaluation in higher education, 2005-02, Vol.30 (1), p.87-101

2005

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Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning

Assessment and evaluation in higher education, 2022-01, Vol.47 (1), p.109-125

2022

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The assessment cycle: a model for learning through peer assessment

Assessment and evaluation in higher education, 2016-02, Vol.41 (2), p.301-315

Reinholz, Daniel

2016

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Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback

Assessment and evaluation in higher education, 2018-10, Vol.43 (7), p.1032-1047

2018

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Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results

Assessment and evaluation in higher education, 2023-11, Vol.ahead-of-print (ahead-of-print), p.1-14

2023

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Students' perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses

Assessment and evaluation in higher education, 2021-04, Vol.46 (3), p.339-359

2021

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Assessment in work-based learning: investigating a pedagogical approach to enhance student learning

Assessment and evaluation in higher education, 2007-02, Vol.32 (1), p.11-19

2007

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"Check the grade, log out": students' engagement with feedback in learning management systems

Assessment and evaluation in higher education, 2021-05, Vol.46 (4), p.631-643

2021

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Improving the student learning experience through dialogic feed-forward assessment

Assessment and evaluation in higher education, 2020-01, Vol.45 (1), p.82-97

2020

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Seeking learning outcomes appropriate for 'education for sustainable development' and for higher education

Assessment and evaluation in higher education, 2015-08, Vol.40 (6), p.855-866

2015

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Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting

Assessment and evaluation in higher education, 2020-05, Vol.45 (4), p.594-606

2020

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Assessment for learning: a catalyst for student self-regulation

Assessment and evaluation in higher education, 2017-11, Vol.42 (8), p.1181-1192

2017

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Giving or receiving feedback: which is more beneficial to students' learning?

Assessment and evaluation in higher education, 2019-01, Vol.44 (1), p.124-138

2019

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Feedback seeking behaviour in higher education: the association with students' goal orientation and deep learning approach

Assessment and evaluation in higher education, 2019-10, Vol.44 (7), p.1069-1078

2019

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Learning objectives and their effects on learning and assessment preparation: insights from an undergraduate psychology course

Assessment and evaluation in higher education, 2021-07, Vol.46 (5), p.673-684

2021

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Assessment guiding learning: developing graduate qualities in an experiential learning programme

Assessment and evaluation in higher education, 2013-02, Vol.38 (1), p.114-124

2013

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How does assessment drive learning? A focus on students' development of evaluative judgement

Assessment and evaluation in higher education, 2024-02, Vol.49 (2), p.233-245

2024

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Students' perceptions of and learning practices in online timed take-home examinations during Covid-19

Assessment and evaluation in higher education, 2022-04, Vol.47 (3), p.477-492

Tam, Angela Choi Fung

2022

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Prompting undergraduate students' metacognition of learning: implementing 'meta-learning' assessment tasks in the biomedical sciences

Improving engagement: the use of 'Authentic self-and peer-assessment for learning' to enhance the student learning experience

Rethinking models of feedback for learning: the challenge of design

Developing a learning-centred framework for feedback literacy

Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics

Assessment literacy and student learning: the case for explicitly developing students 'assessment literacy'

Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context

Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs

Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning

The assessment cycle: a model for learning through peer assessment

Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback

Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results

Students' perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses

Assessment in work-based learning: investigating a pedagogical approach to enhance student learning

"Check the grade, log out": students' engagement with feedback in learning management systems

Improving the student learning experience through dialogic feed-forward assessment

Seeking learning outcomes appropriate for 'education for sustainable development' and for higher education

Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting

Assessment for learning: a catalyst for student self-regulation

Giving or receiving feedback: which is more beneficial to students' learning?

Feedback seeking behaviour in higher education: the association with students' goal orientation and deep learning approach

Learning objectives and their effects on learning and assessment preparation: insights from an undergraduate psychology course

Assessment guiding learning: developing graduate qualities in an experiential learning programme

How does assessment drive learning? A focus on students' development of evaluative judgement

Students' perceptions of and learning practices in online timed take-home examinations during Covid-19

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