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 501–600 of 1,001

Exploring the Efficacy of Practicing With Wiris-Quizzes in Online Engineering Mathematics
Figueroa-Cañas, J., & Vinuesa, T. S. (2017) · IEEE Revista Iberoamericana de Tecnologias del Aprendizaje · doi:10.1109/rita.2017.2735499 · Cited by 7
FastFeedback Questions: A new teaching method
Elnashar, M. M. M. (2017) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21103 · Cited by 7
Formative assessment and student success
Yorke, M. (2005) · Lancaster EPrints (Lancaster University) · Cited by 7
Self-citation
Developing and validating teacher formative assessment literacy questionnaire in the high-stakes examination culture: a case of China
Fu, R., & Koh, K. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1771941 · Cited by 6
Student experiences of ChatGPT as a feedback tool in higher education
Bruhn, T., & Marquart, F. (2025) · Tidsskriftet Læring og Medier (LOM) · doi:10.7146/lom.v17i31.144043 · Cited by 6
Automatisk formativ feedback kan gi god motivasjon og læring
Bertheussen, B. A. (2014) · Uniped · doi:10.3402/uniped.v37.23471 · Cited by 6
Peer Assessment in EFL Writing Classes
Kızıl, V. (2019) · The Journal of International Lingual Social and Educational Sciences · doi:10.34137/jilses.560099 · Cited by 6
Assessment Practices in Teacher Education that Support Sustainability in the Profession: Perspectives from Australia and Sri Lanka
Wickramasinghe, M., Weller, J., & Smith, D. (2020) · Journal of Perspectives in Applied Academic Practice · doi:10.14297/jpaap.v7i1.340 · Cited by 6
Uveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju
Šteh, B., & Šarić, M. (2020) · Psihološka obzorja · doi:10.20419/2020.29.515 · Cited by 6
Evaluating the use of e-assessment in a first-year pure mathematics module
Zegowitz, S. (2022) · Teaching Mathematics and its Applications An International Journal of the IMA · doi:10.1093/teamat/hrac011 · Cited by 6
Assessment, Assessment Rubrics and Feedback
Rajaram, K. (2023) · Springer eBooks · doi:10.1007/978-981-19-9201-8_9 · Cited by 6
Eficacia del sistema de retroalimentación en tiempo real en la práctica profesional de estudiantes de educación física
Hinojosa-Torres, C., Zavala-Crichton, J. P., Hurtado-Guerrero, M., Espoz-Lazo, S., Farías‐Valenzuela, C., Valdívia-Moral, P., Hernández, A. A., & Yáñez-Sepúlveda, R. (2025) · Retos · doi:10.47197/retos.v64.111877 · Cited by 6
Co-Creating Educational Project Management Board Games to Enhance Student Engagement
Gkogkidis, V., & Dacre, N. (2021) · Figshare · doi:10.6084/m9.figshare.14312546 · Cited by 6
Methods of Investigating the Use of Podcasting in Higher Education: A Review of Recent Studies
JohnOloo, G., & Elijah, O. (2015) · International Journal of Computer Applications · doi:10.5120/20362-2564 · Cited by 6
Learning Outcome E-Exam System
Bardesi, H. J., & Razek, M. A. (2014) · International Conference on Computational Intelligence, Communication Systems and Networks (CICSyN) · doi:10.1109/cicsyn.2014.29 · Cited by 6
Influence of National Qualifications Frameworks in Conceptualising Feedback to Students
Heron, G., & Lister, P. G. (2013) · Social Work Education · doi:10.1080/02615479.2013.834322 · Cited by 6
A definition for effective assessment and implications on computer-aided assessment practice
Broughton, S. J., Hernandez‐Martinez, P., & Robinson, C. (2013) · Swinburne figshare (Swinburne University of Technology) · Cited by 6
Towards a new taxonomy of managerial competence an open systems perspective
Shrivastava, S. (2008) · Swinburne figshare (Swinburne University of Technology) · doi:10.25916/sut.26271466 · Cited by 6
Regulation of Cognition as a Mediator in the Relationship Between Knowledge of Cognition and Perceived Self-Intervention
Bayrak, F., & Yurdugül, H. (2019) · European Journal of Open Distance and E-Learning · doi:10.2478/eurodl-2018-0003 · Cited by 6
Creative Learning Methodology using Revised Bloom’s Taxonomy
Brindha, V. E. (2018) · International Journal for Cross-Disciplinary Subjects in Education · doi:10.20533/ijcdse.2042.6364.2018.0450 · Cited by 6
Self-assessment and peer assessment in accounting education: Students and lecturers perceptions
Babu, A. M. S., & Barghathi, Y. (2020) · Corporate Ownership and Control · doi:10.22495/cocv17i4siart12 · Cited by 6
Towards a Theory of Formative Assessment in Online Higher Education
Gikandi, J. (2019) · IGI Global eBooks · doi:10.4018/978-1-7998-0420-8.ch076 · Cited by 6
Negotiating feedback: lecturer perceptions of feedback dissatisfaction
Burns, A. (2013) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.v0i6.150 · Cited by 6
Providing formative feedback to students via emails and feedback strategies based on student metacognition
Zhu, C. (2012) · VUBIR (Vrije Universiteit Brussel) · Cited by 6
Managing the Fear Factor (or how a mini-viva assessment can improve the process of learning for international students)
Sayce, S. (2007) · The Electronic Journal of Business Research Methods · Cited by 6
A Comparative Study of the Assessment Practices and Proposed Curriculum Objectives in Revised Teacher Education Programs.
Shiekh, M. A., Chohan, B. I., Jawad, A., & Naseem, M. (2013) · Cited by 6
Avaliação em Dança: o caso dos festivais universitários da Educação Física
Carbinatto, M. V., Moreira, W. W., Souza, L. A., Chaves, A. D., Simões, R., & Ehrenberg, M. C. (2016) · Pro-Posições · doi:10.1590/1980-6248-2015-0043 · Cited by 6
The potential of complex challenges in undergraduate research to stimulate transformative learning
Wallin, P. (2017) · Nordic Journal of STEM Education · doi:10.5324/njsteme.v1i1.2339 · Cited by 6
Students As Teachers and Communicators
Simon, B., Hundhausen, C. D., McDowell, C., Werner, L., Hu, H. H., & Kussmaul, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.030 · Cited by 6
Applying formative assessment strategies in the teaching of poetry: An experiment with third-year English studies students at the University of Limpopo
Nkealah, N. (2019) · South African Journal of Higher Education · doi:10.20853/33-1-1373 · Cited by 6
Approaches to feedback in the mathematical sciences: just what do students really think?
Grove, M. J., & Good, C. (2019) · Teaching Mathematics and its Applications An International Journal of the IMA · doi:10.1093/teamat/hrz013 · Cited by 6
El feedback como clave de la evaluación formativa. Un estudio de casos en el Prácticum de educación física.
Ruiz, A. H., Herguedas, J. L. A., & Fraile, A. (2020) · Educación Física y Deporte · doi:10.17533/udea.efyd.v39n1a05 · Cited by 6
Use of End-of-Class Quizzes to Promote Pharmacy Student Self-Reflection, Motivate Students to Improve Study Habits, and to Improve Performance on Summative Examinations
Vinall, R. L., & Kreys, E. (2020) · Pharmacy · doi:10.3390/pharmacy8030167 · Cited by 6
Factores Asociados a las Estrategias de Aprendizaje en Estudiantes Universitarios con y sin trabajo remunerado
Rojas, D. G., Jiménez‐Fernández, S., & Real, P. R. (2021) · Revista Electrónica Interuniversitaria de Formación del Profesorado · doi:10.6018/reifop.443551 · Cited by 6
Investigating the relationships between authentic assessment and the development of learner autonomy
Davison, G. (2011) · Northumbria Research Link (Northumbria University) · Cited by 6
Hitting the high notes : Challenge in teaching honors students
Scager, K. (2013) · Utrecht University Repository (Utrecht University) · Cited by 6
Adaptation of tertiary mathematics instruction to the virtual medium : approaches to assessment practice
Trenholm, S. (2013) · Loughborough University Research Repository (Loughborough University) · Cited by 6
The Effects of Flipping an Undergraduate Precalculus Class
Willis, J. A. (2014) · Figshare · doi:10.71889/5fylantbak.29860808 · Cited by 6
Co-Creating Educational Project Management Board Games to Enhance Student EngagementPreprint
Gkogkidis, V., & Dacre, N. (2021) · SocArXiv (OSF Preprints) · doi:10.31235/osf.io/jynx3 · Cited by 6
The absence of ‘e’: the role of the Internet in two distance learning programmes
Mathew, D. (2011) · Research in Post-Compulsory Education · doi:10.1080/13596748.2011.627188 · Cited by 5
Early assessment as a predictor of academic performance: An analysis of the interaction between early assessment and academic performance by first-year accounting students as a South African university
Bruwer, A., & Ontong, J. M. (2020) · South African Journal of Higher Education · doi:10.20853/34-4-3607 · Cited by 5
Portability of Predictive Academic Performance Models: An Empirical Sensitivity Analysis
Barrigüete, J. L. A., López, S. C., González, T. C., & Hernández, A. (2021) · Mathematics · doi:10.3390/math9080870 · Cited by 5
Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills
Aras, S. (2023) · Learning Research and Practice · doi:10.1080/23735082.2023.2216210 · Cited by 5
Formative Assessment in Educational Research Published at the Beginning of the New Millennium: Bibliometric Analysis
Karaçöp, A., & İnaltekin, T. (2023) · Journal of Formative Design in Learning · doi:10.1007/s41686-023-00081-9 · Cited by 5
Förderung der professionellen Wahrnehmung und Selbstwirksamkeitsüberzeugungen über Klassenführung mithilfe eines digitalen, videobasierten Mastery-Learning-Moduls
Janeczko, J. M., Junker, R., Hörter, P., & Holodynski, M. (2024) · Unterrichtswissenschaft · doi:10.1007/s42010-024-00197-2 · Cited by 5
Utilising Formative Assessment to Improve Students' Learning Outcomes in Hybrid Learning Framework in Higher Education
Gavranović, V., Michos, M. V., & Alčaković, S. (2024) · Didáctica Lengua y Literatura · doi:10.5209/dill.87558 · Cited by 5
Faculty Members’ Perception, Implementation, and Challenges of Formative Assessment in Undergraduate Medical Education: A Cross-Sectional Study
AlAskari, A. M., Alsharif, A., AlSairafi, A., Abbad, K. A., Mohamed, E., Almulhem, M., Elq, A. A., & Zeeshan, M. (2024) · Cureus · doi:10.7759/cureus.74107 · Cited by 5
Can teaching be evaluated through reflection on student performance in continuous assessment? A case study of practical engineering modules
McNabola, A., & O’Farrell, C. (2014) · Innovations in Education and Teaching International · doi:10.1080/14703297.2014.900454 · Cited by 5
Assessment and Learning: The Proximal and Distal Effects of Comparative Judgment
Seery, N., & Canty, D. (2017) · Springer international handbooks of education · doi:10.1007/978-3-319-44687-5_54 · Cited by 5
Avoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery
Richards, K., & Pilcher, N. (2015) · Dialogic Pedagogy A Journal for Studies of Dialogic Education · doi:10.5195/dpj.2015.101 · Cited by 5
Mock interviews for internships: Improving pharmacy student preparedness using formative assessment
Bushell, M., Austin, J., Moore, L., Hendry, E., & Adams, A. (2015) · Pharmacy Education · Cited by 5
Experiences with Audio Feedback in a Veterinary Curriculum
Rhind, S. M., Pettigrew, G. W., Spiller, J., & Pearson, G. T. (2013) · Journal of Veterinary Medical Education · doi:10.3138/jvme.0912-081r · Cited by 5
Integrating Psychological and Nursing Knowledge: Developing an Interdisciplinary Reflective Tool to Assess Undergraduate Nursing Students’ Communication Skills
Donovan, M. O., McCarthy, B., & Trace, A. (2013) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.09.221 · Cited by 5
Using focus groups to investigate the presence of formative feedback in CAA
Broughton, S. J., Hernandez‐Martinez, P., & Robinson, C. L. (2012) · Research in Mathematics Education · doi:10.1080/14794802.2012.657440 · Cited by 5
Gymnastics in higher education: reflections on assessment
Carbinatto, M. V., & Nunomura, M. (2016) · Revista Brasileira de Educação Física e Esporte · doi:10.1590/1807-55092016000100171 · Cited by 5
Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education
Vaughan, N. D. (2012) · IGI Global eBooks · doi:10.4018/978-1-4666-2110-7.ch016 · Cited by 5
Extending WID to Train Mechanical Engineering GTAs to Evaluate Student Writing
Barr, N. B. (2016) · ASEE Annual Conference & Exposition · doi:10.18260/p.26873 · Cited by 5
Using Mixed Mobile Computing Devices for Real-Time Formative Assessment
Kowalski, F. V., Kowalski, S. E., & Gardner, T. Q. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--22713 · Cited by 5
Rubrics as a Foundation for Assessing Student Competencies: One Public Administration Program’s Creative Exercise
Sandberg, B., & Kecskes, K. (2017) · Journal of Public Affairs Education · doi:10.1080/15236803.2017.12002274 · Cited by 5
Interrogating the Art of Developing Self-Learning Material for Open and Distance Learning (ODL) Students
Maphosa, C., Bhebhe, S., & Rugube, T. T. (2019) · International Journal of Innovative Research and Development · doi:10.24940/ijird/2019/v8/i6/jun19076 · Cited by 5
Overcoming the challenge of “fuzzy” assessment and feedback
Boyle, B., Mitchell, R. J., McDonnell, A., Sharma, N., Biswas, K., & Nicholas, S. (2020) · Education + Training · doi:10.1108/et-08-2019-0183 · Cited by 5
Formative Assessment and Feedback with Teacher Immediacy Behaviors in an E-Text-Based Context
Chang, N. (2011) · IGI Global eBooks · doi:10.4018/978-1-61520-983-5.ch015 · Cited by 5
An exploration of feedback provision in a pharmacy degree programme from students’ perspectives
Hanna, L., Hall, M., & Hennessey, J. W. (2012) · Research Portal (Queen's University Belfast) · Cited by 5
E-Mail-Based Formative Assessment: A Chronicle of Research-Inspired Practice
Doige, C. A. (2012) · The journal of college science teaching · Cited by 5
Introducing BeA into Self-Regulated Learning to provide Formative Assessment support
Rodríguez, M. C., Nistal, M. L., & Mikic-Fonte, F. A. (2016) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2016.7757412 · Cited by 5
ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT
Chetcuti, D. A., & Buhagiar, M. A. (2014) · Problems of Education in the 21st Century · doi:10.33225/pec/14.58.39 · Cited by 5
VirtualPREX: Open and Distance Learning for pre-service teachers
Gregory, S., & James, R. (2011) · EPubDev Repository · Cited by 5
Student empowerment through instructors’ assessment practices at a university in Ethiopia
Sewagegn, A. A. (2016) · Unisa Institutional Repository (University of South Africa) · Cited by 5
How emergent is pedagogical practice in urban design?
Cidre, E. (2016) · Journal of Urban Design · doi:10.1080/13574809.2016.1220158 · Cited by 5
Untitled work
(2019) · UTS ePRESS (University of Technology Sydney) · Cited by 5
Аnalysis and quantitative assessment for results of educational programs application by means of diagnostic tests
Kon, E. L., Freyman, V. I., & Yuzhakov, A. A. (2015) · Scientific and technical journal of information technologies mechanics and optics · doi:10.17586/2226-1494-2015-15-4-756-763 · Cited by 4
Practical Implementation of Assessment Activities for Deep Learning
Adnan, N. L., Abdullah, W. K. W., Muda, R., & Sallem, N. R. M. (2020) · Advances in higher education and professional development book series · doi:10.4018/978-1-7998-2314-8.ch005 · Cited by 4
Exploring Diagnostic Assesment as an Instrumen for Learning Improvement
Bakhruddin, M., Muzaqi, S., Kusaeri, K., Nahdiah, L. I., & Taufiq, M. A. (2023) · Progresiva Jurnal Pemikiran dan Pendidikan Islam · doi:10.22219/progresiva.v12i01.25353 · Cited by 4
Oral Peer Feedback in Online Speaking Class: Implementation, Students’ Attitudes, Preferences, and Usefulness
Anjarani, S., & Alvianingrum, Y. (2024) · IJEE (Indonesian Journal of English Education) · doi:10.15408/ijee.v11i1.34995 · Cited by 4
Augmenting De Ketele’s model for university pedagogy
Loisy, C., & Lameul, G. (2017) · Revue internationale des technologies en pédagogie universitaire · doi:10.18162/ritpu-2017-v14n2-03 · Cited by 4
A Case Study on the Effect of Self-Assessment on EFL Learners’ Self-Efficacy Beliefs
Demirbulak, D., Icden, L., & Virlan, A. Y. (2022) · European Journal of English Language Studies · doi:10.12973/ejels.2.1.35 · Cited by 4
One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula
Edwards, S. (2022) · Acta Educationis Generalis · doi:10.2478/atd-2022-0023 · Cited by 4
Students' Views on Assessment
McSweeney, F. (2014) · Arrow - TU Dublin (Technological University Dublin) · doi:10.21427/d75485 · Cited by 4
Developing effective assignment feedback for an interprofessional learning module—An action research project
Strudwick, R. M., & Day, J. (2015) · Nurse Education Today · doi:10.1016/j.nedt.2015.03.020 · Cited by 4
Portfolios and practice-based learning
Heron, G., Lerpiniere, J., & Church, S. (2010) · The Journal of Practice Teaching in Health and Social Work · doi:10.1921/jpts.v10i1.235 · Cited by 4
Improving student learning in engineering discipline using student- and lecturer-led assessment approaches
Imam, B. M., Rafiq, M. I., & Kumar, P. (2011) · European Journal of Higher Education · doi:10.1080/21568235.2011.601932 · Cited by 4
Assessment Feedback to Accounting Students
Isa, R. M., & Azero, M. A. (2013) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.07.137 · Cited by 4
Developing reflection on competence-based learning: the Russian experience with the Tuning approach
Serbati, A., & Surian, A. (2014) · Tuning Journal for Higher Education · doi:10.18543/tjhe-1(2)-2014pp463-481 · Cited by 4
Defining and Developing a Framework for the Peer Observation of Teaching
Drew, S., Klopper, C., & Nulty, D. D. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6300-289-9_2 · Cited by 4
Improving the assessment feedback experience: a case study
Jackson, M. (2012) · Enhancing Learning in the Social Sciences · doi:10.11120/elss.2012.04030012 · Cited by 4
A Case Study of Peer Instruction
Porter, L., & Simon, B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.031 · Cited by 4
Through student eyes: Assessment conceptions and quality assurance
Pastore, S. (2020) · Journal of Praxis in Higher Education · doi:10.47989/kpdc84 · Cited by 4
Ditching the Script: Moving Beyond “Automatic Thinking” in Introductory Political Science Courses
Glover, R. W., & Tagliarina, D. (2011) · Journal of Political Science Education · doi:10.1080/15512169.2011.615190 · Cited by 4
A general framework for selecting appropriate criteria of student as research assistant using fuzzy delphi method
Anter, S. A., Rahmatullah, B., Khaleefah, S. H., & Tamrin, K. F. (2021) · IAES International Journal of Artificial Intelligence · doi:10.11591/ijai.v10.i4.pp839-846 · Cited by 4
Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
Thwaite, A., Adam, H., Urquhart, Y., & Hill, S. (2022) · The Australian journal of teacher education · doi:10.14221/ajte.2022v47n1.3 · Cited by 4
Innovation in the teaching of sustainability in the business classroom via a combined model of experiential learning, reflective practice and metaphor
Mills, M. K., & Quinn, A. (2012) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 4
Use of Intelligent Tutor in Post-Secondary Mathematics Education in the United Arab Emirates.
Dani, A., & Nasser, R. N. (2016) · The Turkish Online Journal of Educational Technology · Cited by 4
The potential contributions of concept maps for learning website to assessment for learning practices
Filiz, M., Trumpower, D. L., Ghani, S. K., Ataş, S., & Vanapalli, A. S. (2015) · Knowledge Management & E-Learning An International Journal · doi:10.34105/j.kmel.2015.07.009 · Cited by 4
Analyzing the use of a rubric-based grading tool
Ahoniemi, T., & Karavirta, V. (2009) · ACM SIGCSE Bulletin · doi:10.1145/1595496.1562977 · Cited by 4
Using Computers to Support Formative Assessment of Assignments
Zhang, J., & Heinrich, E. (2005) · Cited by 4
Formative Computer-based Assessments: The potentials and pitfalls of two formative computer-based assessments used in professional learning programs
Miller, S. T. (2009) · QSpace (Queen's University Library) · Cited by 4
Refereed Conference Paper
Wathieu, L., Muthukrishnan, A. V., & Bronnenberg, B. J. (2004) · Cited by 4
Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
Uiseb, I. (2017) · Unisa Institutional Repository (University of South Africa) · Cited by 4
Clicker Interventions, Promoting Student Activity and Feedback at University Lectures
Egelandsdal, K., & Krumsvik, R. J. (2020) · Springer eBooks · doi:10.1007/978-3-030-10576-1_189 · Cited by 4
Towards more efficient student course evaluations for use at management level
Rønsholdt, B., & Brohus, H. (2014) · Tertiary Education and Management · doi:10.1080/13583883.2014.881912 · Cited by 3

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