Assessment Strategies in UK Higher Education

Selected Reading

Armstrong, M. & Boud, D. (1983) 'Assessing Participation in Discussion: an Exploration of the Issues', Studies in Higher Education, 8: 1, pp. 33-43.

Balla, J & Boyle, P. (1994) Assessment of Student Performance: a Framework for Improving Performance', Assessment and Evaluation in Higher Education, 19: 1, pp. 17-28.

Black, P. and William, D. (1998) ‘Assessment and classroom learning’, Assessment in Education, 5: 1, pp. 7-74.

Bloxham, S. and 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, 26: 6, pp. 721–33.

Boud, D. (1990) 'Assessment and the Promotion of Academic Values', Studies in Higher Education, 15: 1, pp. 101-111.

Bridges, P. et al (2002) 'Coursework Marks High, Examination Marks Low: Discuss', Assessment and Evaluation in Higher Education, 27: 1, pp. 35-48

Brown, S. & Knight, P. (1994) Assessing Learners in Higher Education, KoganPage.

Brown, S, Rust, C, & Gibbs, G (1994) Strategies for Diversifying Assessment, Oxford Centre for Staff Development.

Brown, S, Race, P. & Smith, B. (1996) 'An Assessment Manifesto', Deliberations

Brown, S., Race, P. and Bull, J. (eds) (1999) Computer-Assisted Assessment in Higher Education, London: Kogan Page.

Chapman, A. and Bloxham, S. (2004), ‘Improving student achievement in a multidisciplinary context’, Learning and Teaching in the Social Sciences. 1: 3, pp. 181–188.

Cooper N. (2000) ‘Facilitating Learning from Formative Feedback in Level 3 Assessment’, Assessment & Evaluation in Higher Education, 25: 3, pp. 279-291

Ecclestone K. (1999) ‘Empowerng or Ensnaring?: The Implications of Outcome-based Assessment in Higher Education’, Higher Education Quarterly, 53: 1, pp. 29-48

Elton L. (2004) 'A challenge to established assessment practice', Higher Education Quarterly, 58: 1, pp. 43-62

Gibbs, G. and Simpson, C. (2002), ‘How assessment influences student learning – a conceptual overview’. Available at http://www.hlst.ltsn.ac.uk/current/assessment%20_influences.pdf (Accessed 24 May 2004).

Glenn, B. (1998) ‘The golden rule of grading: being fair’, PS: Political Science & Politics, December.

Gott R. and Roberts R. (2004) 'A written test for procedural understanding: a way forward for assessment in the UK science curriculum?', Research in Science and Technological Education, 22: 1, pp. 5-21

Greer L. (2001) ‘Does Changing the Method of Assessment of a Module Improve the Performance of a Student?’, Assessment & Evaluation in Higher Education, 26: 2, pp. 127-138

Haggis, T. and Pouget, M. (2002), ‘Trying to be motivated: perspectives on learning from younger students accessing higher education’, Teaching in Higher Education, 7: 3, pp. 323–36.

arrison, E. and Mears, R. (eds.) (2001) Assessing Students in Higher Education, Aldershot, Ashgate. – account of the FTDL Assessment Strategies and Standards in Sociology Project – includes chapters on computer assisted assessment and self and peer assessment.

Higgins, R, Hartley, P. & Skelton, A. (2002) ' The Conscientious Consumer: Reconsidering the Role of Assessment Feedback in Student Learning', Studies in Higher Education, 27: 1.

Holifield P., Brown M. and Sim G. (2004) 'Implementation of computer assisted assessment: lessons from the literature', Alt-J, 12: 3, pp. 215-229

Hubbard A. and Sambell K. (2004) 'The role of formative "low-stakes" assessment in supporting non-traditional students' retention and progression in higher education: student perspectives', Widening Participation and Lifelong Learning, 6: 2, pp. 25-36

James P. (2000) ‘A Blueprint for Skills Assessment in Higher Education’, Assessment & Evaluation in Higher Education, 25:4, pp. 353-367

Johnston B. (2004) 'Summative assessment of portfolios: an examination of different approaches to agreement over outcomes', Studies in Higher Education, 29: 3, pp. 395-412

Kangis, P. (2001) 'Presentational Dimensions and Marks Awarded to Assignments', Quality in Higher Education, 7: 3, pp. 199-206.

Konur, O. (2002) 'Assessment of Disabled Students in Higher Education: Current Public Policy Issues', Assessment and Evaluation in Higher Education, 27: 2, pp. 131-152

Klenowski V. (2004) 'Attending to students' learning needs using assessment', Assessment in Education, 11: 2, pp. 213-226

Knight, P. (1999) ‘Get the assessment right and everything else will follow’, Quality in Higher Education, 5, pp. 101-105.

Knight P. (2000) ‘The Value of a Programme-wide Approach to Assessment’, Assessment & Evaluation in Higher Education, 25: 3, pp. 237-251

Lauvas, P, Havnes, A & Raaheim, A. (2000) 'Why This Inertia in the Development of Better Assessment Methods?', Quality in Higher Education, 6: 1, pp. 91-100.

Livingstone D. and Lynch K.(2000) ‘Group Project Work and Student-centred Active Learning: two different experiences’, Studies in Higher Education, 25: 3, pp. 325-345

Macdonald J. (2004) 'Developing competent e-learners: the role of assessment', Assessment and Evaluation in Higher Education, 29: 2, pp. 215-226

Maclellan, E. (2001) 'Assessment for Learning: the Differing Perceptions of Tutors and Students', Assessment and Evaluation in Higher Education, 26: 4, pp. 307-318

Maclellan, E. (2004) 'How convincing is alternative assessment for use in higher education?', Assessment & Evaluation in Higher Education, 29: 3, pp. 311-321.

McDowell, L. (1995) 'The Impact of Innovative Assessment on Student Learning', Innovations in Education and Training International, 32: 4, pp. 302-313

Merry S., Callaghan A. and Orsmond P. (2004) 'Implementation of a formative assessment model incorporating peer and self-assessment', Innovations in Education and Teaching International, 41: 3, pp. 273-290

Mitterer J., Gosse L. and DiBattista D. (2004) 'Acceptance by undergraduates of the Immediate Feedback Assessment Technique for multiple choice testing', Teaching in Higher Education, 9: 1, pp. 17-28

Nelson, J. (1990) ‘This was an easy assignment: examining how students interpret academic writing tasks’, Research in the Teaching of English, 24, pp. 307-318.

Nieweg M. (2004) 'Case study: innovative assessment and curriculum redesign', Assessment and Evaluation in Higher Education, 29: 2, pp. 203-214

orton, L., Tilley, A., Newstead, S. and Franklyn-Stokes, A. (2001) 'The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours', Assessment & Evaluation in Higher Education, 26: 3, pp. 269 - 284

O’Donovan, B., Price, M. and Rust, C. (2001) ‘The Student Experience of Criterion-Referenced Assessment through the Use of a Common Criteria Assessment Grid’, Innovations in Learning and Teaching International, 38: 1, pp. 74–85.

Orsmond, P., Merry, S. and Reiling, K. (2000), ‘The use of student derived marking criteria in peer- and self-assessment’, Assessment and Evaluation in Higher Education, 25: 1, pp. 23–37.

Orsmond, P., Merry1, S. and Callaghan, A. (2004) ‘Implementation of a formative assessment model incorporating peer and self-assessment’, Innovations in Education & Teaching International, 41: 3, pp. 273-290.

Price, M. and Rust, C. (1999) ‘The experience of introducing a common criteria assessment grid across an academic department’, Quality in Higher Education, 5: 2, pp. 133–144.

Price L., Rust C. and O'Donovan B. (2004) 'Know what I mean? Enhancing student understanding of assessment standards and criteria', Teaching in Higher Education, 9: 3, pp. 325-335

Race, P. The Art of Assessing, published in Deliberations

Reynolds,M. and Trehan, K. (2000) 'Assessment: a critical perspective', Studies in Higher Education, 25: 3, pp. 267 - 278

Rust, C. (2002), ‘The impact of assessment on student learning’, Active Learning in Higher Education, 3: 2, pp. 145–58.

Rust, C., Price, M. and O’Donovan, B. (2003), ‘Improving students’ learning by developing their understanding of assessment criteria and processes’, Assessment and Evaluation in Higher Education, 28: 2, pp. 147–64.

Saunders, M. and Davis, S. (1998) ‘The use of assessment criteria to ensure consistency of marking: some implications for good practice’, Quality Assurance in Higher Education, 6: 3, pp. 162–171.

Savin-Baden M. (2004) 'Understanding the impact of assessment on students in problem-based learning', Innovations in Education and Teaching International, 41: 2, pp. 223-233

Schwartz, P. and Webb, G. (eds) (2002) Assessment: Case Studies, Experience and Practice from Higher Education, London: Kogan Page.

Stefani, L. (1994) 'Peer, Self and Tutor Assessment: Relative Reliabilities', Studies in Higher Education, 19/1.

Stewart S. and Richardson B. (2000) ‘Reflection and its Place in the Curriculum on an Undergraduate Course: should it be assessed?’, Assessment & Evaluation in Higher Education, 25:4, pp. 369-380

Stokking K. (2004) 'Teachers' assessment of students' research skills', British Educational Research Journal, 30: 1, pp. 93-116

Stowell M. (2004) 'Equity, justice and standards: assessment decision making in higher education', Assessment and Evaluation in Higher Education, 29: 4, pp. 495-510

Tan K. (2004) 'Does student self-assessment empower or discipline students?', Assessment and Evaluation in Higher Education, 29: 6, pp. 651-662

Taras, M. (2001) ‘The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: towards transparency for students and for tutors’, Assessment & Evaluation in Higher Education, 26:6, pp. 605-614

Taras, M. (2002) 'Using Assessment for Learning and Learning from Assessment', Assessment & Evaluation in Higher Education, 27: 6, pp. 501 - 510

Thorpe, M. (2000) 'Encouraging students to reflect as part of the assignment process: student responses and tutor feedback', Active Learning in Higher Education, 1: 1, pp. 79-92.

Welch, P. (1997) Assessing Students' Work: Room for Improvement?' in Stanyer, J & Stoker, G (eds) Contemporary Political Studies 2 pp. 918-922

Weller, M. (2002) 'Assessment Issues on a Web-based Course', Assessment and Evaluation in Higher Education, 27: 2.

West A. and Bloxham S. (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, pp. 721-733

Wiliam D. (2004) 'Teachers developing assessment for learning: impact on student achievement', Assessment in Education, 11: 1, pp. 49-65

Wisker G. (1994) 'Innovative assessment: peer group and oral assessment', Educational and Training Technology International, 31: 2, pp. 104-114

Woolf H. (2004) 'Assessment criteria: reflections on current practices', Assessment and Evaluation in Higher Education, 29: 4, pp. 479-493

Yorke, M. (2001), ‘Formative assessment and its relevance to retention’, Higher Education Research and Development, 20: 2, pp. 115–26.

Yorke, M., Barnett, G., Bridges, P., Evanson, P., Haines, C., Jenkins, D., Knight, P., Scurry, D., Stowell, M. and Woolf, H. (2002) 'Does Grading Method Influence Honours Degree Classification?', Assessment & Evaluation in Higher Education,27: 3, pp. 269-279.

Yorke M., Coffey M. and Baume D. (2004) 'What is happening when we assess, and how can we use our understanding of this to improve assessment?', Assessment and Evaluation in Higher Education, 29: 4, pp. 451-477

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

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