The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.
The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?
Abstract
In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students’ learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that this should help to inform departments in the development of appropriate assessment strategies and learner-centred assessment practices which meet the Quality Assurance Agency (QAA) general principles on assessment.
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Citations
Cites
Teaching For Quality Learning At University
BIGGS, J. B., & Tang, C. S. (1999) · Cited by 7,559
ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*
MARTON, F., & SÄLJÖ, R. (1976) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1976.tb02980.x · Cited by 4,608
From Teaching to Learning —A New Paradigm For Undergraduate Education
Barr, R. B., & Tagg, J. (1995) · Change: The Magazine of Higher Learning · doi:10.1080/00091383.1995.10544672 · Cited by 2,887
Learning to Teach in Higher Education
Ramsden, P. (2002) · Routledge eBooks · doi:10.4324/9780203413937 · Cited by 2,247
Learning to Teach in Higher Education
Lucas, P., & Ramsden, P. (1992) · British Journal of Educational Studies · doi:10.2307/3120902 · Cited by 2,181
(2013) · Learning and Awareness · doi:10.4324/9780203053690-8 · Cited by 991
Assessing Student Learning in Higher Education
Brown, G. A., Bull, J., & Pendlebury, M. (2013) · Routledge eBooks · doi:10.4324/9781315004914 · Cited by 926
Assessing Learners in Higher Education
Perry, P., Brown, S., & Knight, P. (1995) · British Journal of Educational Studies · doi:10.2307/3121949 · Cited by 686
Improving the quality of student learning
Gibbs, G. (2005) · OpenGrey (Institut de l'Information Scientifique et Technique) · Cited by 590
Lehmann, T. (1988) · The Journal of Higher Education · doi:10.1080/00221546.1988.11780206 · Cited by 259
Cited by
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Do students value feedback? Student perceptions of tutors’ written responses
Weaver, M. R. (2006) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500353061 · Cited by 807
Facilitating productive use of feedback in higher education
Jonsson, A. (2013) · Active Learning in Higher Education · doi:10.1177/1469787412467125 · Cited by 414
Rust, C., O’Donovan, B., & Price, M. (2005) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500063819 · Cited by 382
Self-citationBiology students’ utilization of tutors’ formative feedback: a qualitative interview study
Orsmond, P., Merry, S., & Reiling, K. (2005) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500099177 · Cited by 276
Metadata
- Authors
- Rust, C.
- Venue
- Active Learning in Higher Education
- Publisher
- SAGE Publications
- Published
- 2002-07
- Volume
- 3
- Issue
- 2
- Pages
- 145-158
- ISSN
- 1469-7874 (ISSN-L)
- 1741-2625
- OpenAlex
- W2165281830
- Cited by
- 482
- References
- 15
- FWCI
- 64.97
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
