Cited by 1,001Student Assessment and FeedbackEvaluation of Teaching PracticesEducational and Psychological Assessments

The DOI matches its Crossref record; 138 of the 146 references it cites were found in a registry or an index.

Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

Yorke, Mantz·2003·Higher Education

DOI 10.1023/a:1023967026413

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1023/a:1023967026413

Cites

138 of 138 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Untitled work
(1978) · Medical Entomology and Zoology · Cited by 53,488
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Case Study Research: Design and Methods
Chaiklin, H. (1991) · The Journal of Nervous and Mental Disease · doi:10.1097/00005053-199102000-00025 · Cited by 39,639
Teaching For Quality Learning At University
Biggs, J., & Tang, C. S. (1999) · Cited by 10,775
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Reflective Practitioner
(2014) · Palgrave Macmillan eBooks · doi:10.1057/9781137399595.0007 · Cited by 8,328
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1×
“One likely candidate for reduction is formal lecturing, which is not a particularly effective method for enhancing student learning (Bligh 1998) – and some aspects of which can be covered through greater exploitation of the rapidly-developing communications technology.”
Method
Personal Knowledge: Towards a Post-Critical Philosophy
Reid, L. A., & Polanyi, M. (1959) · British Journal of Educational Studies · doi:10.2307/3119338 · Cited by 7,880
Untitled work
(1999) · Cited by 6,308
Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846

Show all 146 references

Research works printed but not linked: 8

Black, P. (1998). 'Formative assessment: Raising standards', School Science Review 80(291), 39-46.
Bruner, J.S. (1970). 'Some theories on instruction', in Stones, E. (ed.), Readings in Educa-tional Psychology. London: Methuen, pp. 112-124.
Hudson, L. (1966). Contrary Imaginations. London: Methuen.
King, P.M. and Kitchener, K.S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Young Adults. San Francisco: Jossey-Bass.
NCIHE (1997). Higher Education in the Learning Society (Report of the National Committee of Inquiry into Higher Education: 'The Dearing Report'). Norwich: HMSO.
Polanyi, M. (1958). Personal Knowledge: Towards a Postcritical Philosophy. London: Routledge and Kegan Paul.
West, R., Chair (1997). Learning for Life. Canberra: Australian Government Publishing Service.
Yorke, M. (1999). Getting it Right First Time. Cheltenham: Universities and Colleges Admissions Service.

Sorted by citations

Items 101–200 of 1,001

Challenging high-ability students
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2012) · Studies in Higher Education · doi:10.1080/03075079.2012.743117 · Cited by 69
Rubric Use in Formative Assessment: A Detailed Behavioral Rubric Helps Students Improve Their Scientific Writing Skills
Greenberg, K. P. (2015) · Teaching of Psychology · doi:10.1177/0098628315587618 · Cited by 68
Programming Paradigms and Beyond
Krishnamurthi, S., & Fisler, K. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.014 · Cited by 69
Peer Assessment in Physical Education: A Systematic Review of the Last Five Years
Bores‐García, D., Alcalá, D. H., González‐Calvo, G., & Barba-Martín, R. A. (2020) · Sustainability · doi:10.3390/su12219233 · Cited by 67
Perception of online feedback and its impact on cognitive and emotional engagement with feedback
Saíz, R. M. M., Espasa, A., Guasch, T., & Melo, M. M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10948-2 · Cited by 67
Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan
Sheffler, P., Rodríguez, T. M., Cheung, C. S.-S., & Wu, R. (2021) · Wiley Interdisciplinary Reviews Cognitive Science · doi:10.1002/wcs.1585 · Cited by 65
The History of Computing Education Research
Guzdial, M., & du Boulay, B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.002 · Cited by 66
How is Science Learning Assessed at the Postsecondary Level? Assessment and Grading Practices in College Biology, Chemistry and Physics
Goubeaud, K. (2009) · Journal of Science Education and Technology · doi:10.1007/s10956-009-9196-9 · Cited by 65
Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers’ Perceptions
Fitriyah, I., & Jannah, M. (2021) · IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) · doi:10.21093/ijeltal.v5i2.709 · Cited by 64
Effective formative e-assessment of student learning: a study on a statistics course
Hodgson, P. E., & Pang, M. Y. C. (2011) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2010.523818 · Cited by 64
Comparing student learning experiences of in-text commentary and rubric-articulated feedback: strategies for formative assessment
Nordrum, L., Evans, K., & Gustafsson, M. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.758229 · Cited by 64
Tangible Computing
Horn, M., & Bers, M. U. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.023 · Cited by 63
Revitalising assessment design: what is holding new lecturers back?
Norton, L., Norton, B., & Shannon, L. (2013) · Higher Education · doi:10.1007/s10734-012-9601-9 · Cited by 62
Early Prediction of Dropout and Final Exam Performance in an Online Statistics Course
Figueroa-Cañas, J., & Vinuesa, T. S. (2020) · IEEE Revista Iberoamericana de Tecnologias del Aprendizaje · doi:10.1109/rita.2020.2987727 · Cited by 61
Evaluating faculty pedagogic practices to inform strategic academic professional development: a case of cases
Drew, S., & Klopper, C. (2013) · Higher Education · doi:10.1007/s10734-013-9657-1 · Cited by 61
Learning design and assessment with e‐tivities
Armellini, A., & Aiyegbayo, O. (2009) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2009.01013.x · Cited by 61
Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools
Jónsson, Í., Smith, K., & Geirsdóttir, G. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.11.003 · Cited by 61
Practising what we preach: towards a student-centred definition of feedback
Scott, S. V. (2013) · Teaching in Higher Education · doi:10.1080/13562517.2013.827639 · Cited by 60
The European Proceedings of Social & Behavioural Sciences
Căpiță, L. E., Huijgen, T., & Căpiță, C. (2016) · Cited by 60
Examining increased flexibility in assessment formats
Irwin, B., & Hepplestone, S. (2011) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2011.573842 · Cited by 59
Quality of written narrative feedback and reflection in a modified mini-clinical evaluation exercise: an observational study
Pelgrim, E. A. M., Kramer, A. W. M., Mokkink, H. G. A., & van der Vleuten, C. P. M. (2012) · BMC Medical Education · doi:10.1186/1472-6920-12-97 · Cited by 59
Design students meet industry players: Feedback and creativity in communities of practice
Mavri, A., Ioannou, A., & Loizides, F. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100684 · Cited by 57
Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions
Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., & van der Wel, M. (2013) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2013.03.001 · Cited by 57
The utility of vignettes to stimulate reflection on professionalism: theory and practice
Bernabeo, E. C., Holmboe, E. S., Ross, K., Chesluk, B. J., & Ginsburg, S. (2012) · Advances in Health Sciences Education · doi:10.1007/s10459-012-9384-x · Cited by 57
La evaluación formativa en docencia universitaria y el rendimiento académico del alumnado
Fraile, A., Pastor, V. M. L., Castejón, F. J., & Romero, R. (2013) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 57
Becoming researchers: a sociocultural perspective on assessment, learning and the construction of identity in a professional doctorate
Crossouard, B. M., & Pryor, J. (2008) · Pedagogy Culture and Society · doi:10.1080/14681360802346614 · Cited by 57
Constructively aligning technologies with learning and assessment in a distance education master’s programme
Rogerson‐Revell, P. (2015) · Distance Education · doi:10.1080/01587919.2015.1019972 · Cited by 56
Identifying predictors of students’ perception of and engagement with assessment feedback
Ali, N., Ahmed, L., & Rose, S. E. (2017) · Active Learning in Higher Education · doi:10.1177/1469787417735609 · Cited by 56
The Perception of Students and Faculty Staff on the Role of Constructive Feedback
Al-Hattami, A. A. (2018) · International Journal of Instruction · doi:10.29333/iji.2019.12157a · Cited by 55
Rubrics and formative assessment in K-12 education: A scoping review of literature
English, N., Robertson, P., Gillis, S., & Graham, L. E. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101964 · Cited by 54
The impact of critical feedback choice on students' revision, performance, learning, and memory
Cutumisu, M., & Schwartz, D. L. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.06.029 · Cited by 54
Assessment in First Year University: A Model to Manage Transition
Taylor, J. (2008) · Journal of University Teaching and Learning Practice · doi:10.53761/1.5.1.3 · Cited by 54
Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study
Pelgrim, E. A. M., Kramer, A. W. M., Mokkink, H. G. A., & van der Vleuten, C. P. M. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.801939 · Cited by 53
Formative assessment and feedback: a review
Gedye, S. (2010) · Planet · doi:10.11120/plan.2010.00230040 · Cited by 53
Exploring students’ emotional responses and participation in an online peer assessment activity: a case study
Cheng, K.-H., Hou, H.-T., & Wu, S.-Y. (2014) · Interactive Learning Environments · doi:10.1080/10494820.2011.649766 · Cited by 52
No longer exempt from good practice: using exemplars to close the feedback gap for exams
Scoles, J., Huxham, M., & McArthur, J. (2012) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.674485 · Cited by 52
Confirmative Evaluation: New CIPP Evaluation Model
Finney, T. L. (2020) · Journal of Modern Applied Statistical Methods · doi:10.22237/jmasm/1598889893 · Cited by 52
An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do
Carballo, R., Fernández, A. C., & Spínola-Elías, Y. (2019) · Arts and Humanities in Higher Education · doi:10.1177/1474022219884281 · Cited by 55
An assessment model for large project courses
Vasilevskaya, M., Broman, D., & Sandahl, K. (2014) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/2538862.2538947 · Cited by 50
Subjective value fulfillment: A new way to study personal values and their consequences
Oppenheim‐Weller, S., Roccas, S., & Kurman, J. (2018) · Journal of Research in Personality · doi:10.1016/j.jrp.2018.07.006 · Cited by 50
Moodle quizzes and their usability for formative assessment of academic writing
Fernando, W. (2020) · Assessing Writing · doi:10.1016/j.asw.2020.100485 · Cited by 50
Towards an integrated view of IT value measurement
Davern, M. J., & Wilkin, C. L. (2010) · International Journal of Accounting Information Systems · doi:10.1016/j.accinf.2009.12.005 · Cited by 49
Developing a Formative Assessment Protocol to Examine Formative Assessment Practices in the Philippines
Cagasan, L. P., Care, E., Robertson, P., & Luo, R. (2020) · Educational Assessment · doi:10.1080/10627197.2020.1766960 · Cited by 49
Justify Your Answer: The Role of Written Think Aloud in Script Concordance Testing
Power, A., Lemay, J.-F., & Cooke, S. (2016) · Teaching and Learning in Medicine · doi:10.1080/10401334.2016.1217778 · Cited by 48
Impacto del uso de rúbricas de autoevaluación y coevaluación sobre el desempeño escritural de docentes en formación
Ortíz, A. M. B., Uribe, Á. C., & Camacho, L. R. (2021) · Folios · doi:10.17227/folios.55-14163 · Cited by 47
Divergencias del alumnado y del profesorado universitario sobre las dificultades para aplicar la evaluación formativa
Romero-Martín, R., Oliva, F. J. C., & Pastor, V. M. L. (2015) · RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa · doi:10.7203/relieve.21.1.5169 · Cited by 47
Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing
Riddell, J. (2015) · Collected Essays on Learning and Teaching · doi:10.22329/celt.v8i0.4256 · Cited by 47
Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding
Waldrip, B. G., Prain, V., & Sellings, P. (2012) · Instructional Science · doi:10.1007/s11251-012-9223-8 · Cited by 47
The impact of iterative writing and feedback on the characteristics of tertiary students' written texts
Vardi, I. (2011) · Teaching in Higher Education · doi:10.1080/13562517.2011.611865 · Cited by 47
Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education
Sopina, L., & McNeill, R. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.945072 · Cited by 46
The transition to blended e-learning. Changing the focus of educational delivery in children’s pain management
Jonas, D., & Burns, B. (2009) · Nurse Education in Practice · doi:10.1016/j.nepr.2009.01.015 · Cited by 46
A multi‐faceted formative assessment approach: better recognising the learning needs of students
Jenkins, J. O. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903243059 · Cited by 46
How do medical educators design a curriculum that facilitates student learning about professionalism?
Langendyk, V., Mason, G., & Wang, S. (2016) · International Journal of Medical Education · doi:10.5116/ijme.5683.c2e0 · Cited by 46
Teaching for more effective learning: Seven maxims for practice
McMahon, T. (2005) · Radiography · doi:10.1016/j.radi.2005.03.009 · Cited by 46
Staff and student perceptions of an online learning environment: Difference and development
Palmer, S. R., & Holt, D. (2009) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1140 · Cited by 46
Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school
Johnson, T. R., Khalil, M. K., Peppler, R. D., Davey, D. D., & Kibble, J. D. (2014) · AJP Advances in Physiology Education · doi:10.1152/advan.00047.2014 · Cited by 45
Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden
Pereira, D., Niklasson, L., & Flores, M. A. (2016) · Higher Education · doi:10.1007/s10734-016-0005-0 · Cited by 45
Sink or Swim? Improving Student Learning through Feedback and Self-Assessment
Sendziuk, P. (2010) · Adelaide Research & Scholarship (AR&S) (University of Adelaide) · Cited by 45
A Review of Formative Assessment Techniques in Higher Education During COVID-19
Asamoah, D., Shahrıll, M., & Latif, S. N. A. (2022) · The Qualitative Report · doi:10.46743/2160-3715/2022.5145 · Cited by 44
Cognitive Sciences for Computing Education
Robins, A. V., Margulieux, L. E., & Morrison, B. B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.010 · Cited by 44
INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT’S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL
Babinčáková, M., Ganajová, M., Сотакова, І., & Bernard, P. (2020) · Journal of Baltic Science Education · doi:10.33225/jbse/20.19.36 · Cited by 43
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66
Spooner, M., Duane, C., Uygur, J., Smyth, E., Marron, B., Murphy, P., & Pawlikowska, T. R. B. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1970732 · Cited by 44
An examination of the impact of COVID-19 on assessment practices in higher education
Mottiar, Z., Byrne, G., Gorham, G., & Robinson, E. (2022) · European Journal of Higher Education · doi:10.1080/21568235.2022.2125422 · Cited by 42
A Professional Practice Portfolio for Quality Learning
Jones, E. (2010) · Higher Education Quarterly · doi:10.1111/j.1468-2273.2010.00458.x · Cited by 42
Assessment and Evaluation in Social Work Education: Formative and Summative Approaches
Kealey, E. M. (2010) · Journal of Teaching in Social Work · doi:10.1080/08841230903479557 · Cited by 42
Peer feedback in an undergraduate programme: using action research to overcome students' reluctance to criticise
McMahon, T. (2010) · Educational Action Research · doi:10.1080/09650791003741814 · Cited by 42
Show me your true colours: Scaffolding formative academic literacy assessment through an online learning platform
Fernando, W. (2018) · Assessing Writing · doi:10.1016/j.asw.2018.03.005 · Cited by 42
Anxiety and experience-based learning in a professional standards context
Gilmore, S. E., & Anderson, V. A. (2011) · Management Learning · doi:10.1177/1350507611406482 · Cited by 42
A model formative assessment strategy to promote student-centered self-regulated learning in higher education
Bose, J., Bose, Zed, & Rengel (2009) · Adelaide Research & Scholarship (AR&S) (University of Adelaide) · doi:10.17265/2161-623x/2009.12a.004 · Cited by 42
Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes
Winstone, N., & Millward, L. J. (2012) · Psychology Teaching Review · doi:10.53841/bpsptr.2012.18.2.31 · Cited by 41
Computing EducationLiterature Review and Voices from the Field
Blikstein, P., & Moghadam, S. H. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.004 · Cited by 43
An Investigation of Tertiary Assessment Policy and Practice: Alignment and Contradictions
Meyer, L. H., Davidson, S., McKenzie, L., Rees, M., Anderson, H., Fletcher, R., & Johnston, P. (2010) · Higher Education Quarterly · doi:10.1111/j.1468-2273.2010.00459.x · Cited by 41
Formative plus Summative Assessment in Large Undergraduate Courses: Why Both?.
Glazer, N. (2014) · International journal on teaching and learning in higher education · Cited by 41
Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning
Offerdahl, E. G., McConnell, M., & Boyer, J. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.18-02-0029 · Cited by 40
Peer assessment using aropä
Hamer, J., Kell, C., & Spence, F. (2007) · Australasian Computing Education Conference · Cited by 40
Engaging first‐year students through online collaborative assessments
Kelly, D., Baxter, J. S., & Anderson, A. (2010) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2010.00361.x · Cited by 40
Clickers and formative feedback at university lectures
Egelandsdal, K., & Krumsvik, R. J. (2015) · Education and Information Technologies · doi:10.1007/s10639-015-9437-x · Cited by 40
Tutor feedback on draft essays: developing students’ academic writing and subject knowledge
Court, K. (2012) · Journal of Further and Higher Education · doi:10.1080/0309877x.2012.706806 · Cited by 39
Formative Assessment: Balancing Educational Effectiveness and Resource Efficiency
Higgins, M., Grant, F., & Thompson, P. (2010) · Journal for Education in the Built Environment · doi:10.11120/jebe.2010.05020004 · Cited by 39
Teaching autonomy
Railton, D., & Watson, P. (2005) · Active Learning in Higher Education · doi:10.1177/1469787405057665 · Cited by 39
Fostering oral presentation competence in higher education
van Ginkel, S. O. (2019) · doi:10.18174/476541 · Cited by 38
Digitalization of Multistep Chemistry Exercises with Automated Formative Feedback
Eitemüller, C., Trauten, F., Striewe, M., & Walpuski, M. (2023) · Journal of Science Education and Technology · doi:10.1007/s10956-023-10043-2 · Cited by 37
Can dialogue help to improve feedback on examinations?
Blair, A., Wyburn-Powell, A., Goodwin, M., & Shields, S. (2013) · Studies in Higher Education · doi:10.1080/03075079.2013.777404 · Cited by 37
The role of assessment feedback in developing academic buoyancy
Shafi, A. A., Hatley, J., Middleton, T., Millican, R., & Templeton, S. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1356265 · Cited by 37
Using formative assessment to promote argumentation in a university bilingual science course
Archila, P. A., Molina, J. A., & de Mejía, A. T. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1504176 · Cited by 37
‘Maybe I can do this. Maybe I should be here’: evaluating an academic literacy, resilience and confidence programme
Donovan, C., & Erskine-Shaw, M. (2019) · Journal of Further and Higher Education · doi:10.1080/0309877x.2018.1541972 · Cited by 37
Assessment as A Pedagogy and Measuring Tool in Promoting Deep Learning In Institutions of Higher Learning
Masuku, M. M., Jili, N. N., & Sabela, P. T. (2020) · International Journal of Higher Education · doi:10.5430/ijhe.v10n2p274 · Cited by 37
Mapping university mathematics assessment practices
Iannone, P., & Simpson, A. P. (2012) · Durham Research Online (Durham University) · Cited by 37
Building and construction students’ skills development for employability – reframing assessment for learning in discipline-specific contexts
Ruge, G., & McCormack, C. (2017) · Architectural Engineering and Design Management · doi:10.1080/17452007.2017.1328351 · Cited by 37
The Role of Environment in Fostering Conductive Entrepreneurial Learning: Teaching the ‘Art’ of Entrepreneurship in Boot Camps
Kwong, C. C. Y., Thompson, P., Cheung, C. W. M., & Manzoor, H. (2012) · Journal of General Management · doi:10.1177/030630701203800103 · Cited by 37
Assessment and Feedback in Higher Education: A Review of Literature for the Higher Education Academy
Jackel, B., Pearce, J., Radloff, A., & Edwards, D. (2017) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 37
Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education
Searle, M. J., Ahn, C., Fels, L., & Carbone, K. (2021) · Journal of Transformative Education · doi:10.1177/15413446211045160 · Cited by 36
Equity and Diversity
Lewis, C. M., Shah, N., & Falkner, K. E. K. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.017 · Cited by 36
Cultural Studies in Higher Education Research
Välimaa, J. (2008) · Springer eBooks · doi:10.1007/978-1-4020-6604-7_2 · Cited by 36
Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education
Lock, J., Kim, B., Koh, K., & Wilcox, G. (2018) · The Canadian Journal for the Scholarship of Teaching and Learning · doi:10.5206/cjsotl-rcacea.2018.1.8 · Cited by 36
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust
Cheng, L., Li, Y., Su, Y., & Gao, L. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2092068 · Cited by 35
Internship of Accounting Students in the Form of E-Learning: Insights from Poland
Januszewski, A., & Grzeszczak, M. (2021) · Education Sciences · doi:10.3390/educsci11080447 · Cited by 35
On the Design of Constructively Aligned Educational Unit
Maffei, A., Boffa, E., Lupi, F., & Lanzetta, M. (2022) · Education Sciences · doi:10.3390/educsci12070438 · Cited by 35
Cultural challenges to implementation of formative assessment in Saudi Arabia: An exploratory study
Al‐Wassia, R., Hamed, O. A. E., Al-Wassia, H. K., Alafari, R., & Jamjoom, R. (2015) · Medical Teacher · doi:10.3109/0142159x.2015.1006601 · Cited by 35
Pre-Service Teachers' Views: How Did E-feedback through Assessment Facilitate Their Learning?
Chang, N. (2011) · Indiana Magazine of History (Indiana University) · Cited by 35

Authors: Yorke, M.
Affiliations: Liverpool John Moores University (GB)
Corresponding author: Yorke, Mantz
Venue: Higher Education
Publisher: Springer Science and Business Media LLC
Published: 2003-06
Volume: 45
Issue: 4
Pages: 477-501
ISSN: 0018-1560 (ISSN-L)
1573-174X
DOI: 10.1023/a:1023967026413
OpenAlex: W1526538092
Cited by: 973
References: 146
Citations by year: 2026: 37 · 2025: 26 · 2024: 30 · 2023: 27 · 2022: 39 · 2021: 44 · 2020: 55 · 2019: 76 · 2018: 35 · 2017: 53 · 2016: 60 · 2015: 69 · 2014: 61 · 2013: 73 · 2012: 64
FWCI: 58.01
Type: journal article
Language: en
Open access: closed
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Higher Education (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: formative assessment, university teaching, disciplinary epistemology, intellectual development, moral development, feedback, student learning, pedagogic practice

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks