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Gardner, K. M., & Aleksejuniene, J. (2008). Quantitative and qualitative analysis of student feedback on ePortfolio learning. Journal of dental education, 72(11), 1324-1332.

Gleaves, A., Walker, C., & Grey, J. (2008). Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance? Assessment & Evaluation in Higher Education, 33(3), 219-231.

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Katowa-Mukwato, P., Mwape, L., Kabinga-Makukula, M., Mweemba, P., & Maimbolwa, M. C. (2013). Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications. Creative Education, 4(10), 48.

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Northcote, M., Williams, A., Fitzsimmons, P., & Kilgour, P. W. (2014). Does the Type of Assessment Feedback I Give Make a Difference?: The Impact of Qualitative and Quantitative Assessment Feedback.

Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.

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