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Research Bibliography

Black, P. and Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5, (1) 7 – 74

Bloxham, S. & West, A. (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students’ conceptions of assessment, Assessment and Evaluation in Higher Education, 29(6), 721-733.

Bloxham, S & West, A (2007) Learning to write in higher education: Students’ perceptions of an intervention of developing understanding of assessment criteria Teaching in Higher Education, 12(1), 77 – 89

Burke, D. (2009) Strategies for using feedback students bring to higher education, Assessment & Evaluation in Higher Education, 34 (1), 41 – 50

Butler, D and Winne, P (1995) Feedback and Self – Regulated Learning: A Theoretical Synthesis, Review of Educational Research, 65 (3), 245 – 281

Cassidy, S. (2006) Developing employability skills: Peer assessment in higher education. Education & Training, 48 (7), 508-517

Chanock, K. (2000) Comments on essays: Do students understand what tutors write? Teaching in Higher Education, 5, (1) 95 - 105.

Duncan, N. (2007) ‘Feed – forward’: Improving students’ use of tutor comments, Assessment and Evaluation in Higher Education, 32 (3), 271 – 283

Dweck, C. (2000) Self - theories: Their Role in Motivation, Personality and Development, Philadelphia, Psychology Press.

Fredericks, J. Blumenfeld, P. and Paris, A (2004) School Engagement: Potential of the Concept, State of the Evidence, Review of Educational Research, 74 (1), 59 – 109

Gibbs, G. & Simpson, C. (2004) Conditions Under Which Assessment Supports Students’ Learning, Learning and Teaching in Higher Education, Issue 1, 3-31

Handley, K. (2007) Conceptual Framework - Engaging Students with Assessment Feedback [https://mw.brookes.ac.uk/display/.../Conceptual+Framework Accessed 4 August 2009]

Hattie, J. & Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77 (1), 81-112

Higgins, R., Hartley, P. AND Skelton, A. (2002) The Conscientious Consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27 (1).

Hyland, P (2000) ‘Learning from feedback on assessment’. In Booth, A and Hyland, P (eds), The practice of university history teaching. Manchester: Manchester University Press.

Ivanic, R., Clark, R. & Rimmershaw, R. (2000) What am I supposed to make of this? The messages conveyed to students by tutors’ written comments, in M.R. Lea & B. Stierer (eds) Student writing in Higher Education: new contexts (Buckingham, Open University Press).

Juwah, C., Macfarlane - Dick, D., Matthew, B., Nicol, D.,Ross, D.,Smith, B. (2004) Enhancing student learning through effective formative feedback. The Higher Education Academy.

Lea, M. & Street, B. (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, (2) 157- 172.

Liu, N.F and Carless, D. (2006) Peer Feedback: The Learning Element of Peer Assessment, Teaching in Higher Education, 11 (3), 279 – 290

Maclellan, E. (2001) Assessment for Learning: the differing perceptions of tutors and students, Assessment and Evaluation in Higher Education, 26 (4), 308 – 318

Nicol, D. J and Macfarlane – Dick, D (2006) Formative assessment and self – regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218.

Orrell, J. (2006) Feedback on learning achievement: rhetoric and reality, Teaching in Higher Education, 11 (4), 441 – 456

Orsmond, P.;Merry, S. &Reiling, K. (2005) Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education, 30 (4), 369 – 386

Poulos, A. & Mahony, M. J. (2007) Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33 (2),143 – 154

Ramaprasad, A. (1983) On the definition of feedback. Behavioral Science, 28, (1), 4-13.

Rhodes, C. & Nevill, A. (2004) Academic and Social Integration in Higher Education: a survey of satisfaction and dissatisfaction within a first- year education studies cohort at a new university. Journal of Further and Higher Education, 28, (2) 179 - 192.

Rust, C., O'Donovan, B. & Price, M. (2005) A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30, (3) 231 - 240.

Sadler, D. R. (2005) Interpretations of criteria - based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30, (2) 175 - 194.

Sadler, D. R. (1998) Formative assessment: revisiting the territory, Assessment in Education, 5(1), 77–84.

Sadler, D.R. (1989) Formative assessment and the design of instructional systems, Instructional Science, 18,119-144

Weaver, M. R. (2006) Do students value feedback? Student perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31, (3) 379 - 394.

Yorke, M. & Knight, P. (2004) Self-theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29, (1) 25 - 37.

Yorke, M. (2003) Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Studies in Higher Education, 45, 477 - 501.

Yorke, M. & Thomas, L. (2003) Improving the Retention of Students from Lower Socio-economic Groups. Journal of Higher Education Policy and Management, 25, (1), 63 – 74

Young, P. (2000) 'I Might as Well Give Up': self - esteem and mature students' feelings about feedback on assignments. Journal of Further and Higher Ed Education, 24, (3) 409 – 418