Vol 10, No 1 (2016)

Assessment Special Edition

Table of Contents


Editorial Abstract PDF
Rita Headington, Amanda Chapman 1-2
The Strategic Approach to Studying, and the Value of Assessment Abstract PDF
Paul Sutton 3-12
I wish I could believe you: the frustrating unreliability of some assessment research Abstract PDF
Tim Hunt, Sally Jordan 13-21
Predicting Success in Higher Education: The Value of Criterion and Norm-referenced Assessments Abstract PDF
Robert Prince 22-38
Helping students to explain what they want from feedback: findings from a large-scale survey Abstract PDF
Mark Carver 39-52
Students’ perceptions of interventions for supporting their engagement with feedback Abstract PDF
Michael Parker, Naomi E. Winstone 53-64
Written Assessment and Feedback Practices in Postgraduate Taught Courses in the UK: staff and international students’ perspectives Abstract PDF
Victor Guillen Solano 65-80
Setting out the role of feedback in the assessment process through both the student and tutor perspective Abstract PDF
Stuart Hepplestone 81-90
The discrepancies between staff and students’ perceptions of feedback and assessment practices – analysis of TESTA data from one HE institution Abstract PDF
Monika Pazio 91-108
Teachers’ and students’ conceptions of assessment within the Italian higher education system Abstract PDF
Serafina Pastore, Monica Pentassuglia 109-120
Expanding and personalising feedback in online assessment: A case study in a school of pharmacy Abstract PDF
Stephen Ellis, Jill Barber 121-129
Measuring the impact of high quality instant feedback on learning Abstract PDF
Stephen Nutbrown, Colin Higgins, Su Beesley 130-139
Using Pecha Kucha as formative assessment in two undergraduate modules. (Re) conceptualising ‘the right lines’ Abstract PDF
Nicky Hirst 140-155
Embedding key transferable employability skills for lifelong success through blending an innovative portfolio to complement traditional assessment Abstract PDF
Joanne Hooker, Jayne Whistance 156-175
Joining the Pieces: using concept maps for integrated learning and assessment in an introductory management course Abstract PDF
Heather Connolly, Dorothy Spiller 176-191
Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting Abstract PDF
Jane Southall, Hilary Wason 192-202
Assessment timing: student preferences and its impact on performance Abstract PDF
Richard McManus 203-216
Assessing student theses: Differences and similarities between examiners from different academic disciplines Abstract PDF
Mats Lundström, Maria Åström, Karin Stolpe, Lasse Björklund 217-226

ISSN 1755-1382