Avondale College of Higher Education main website ARAF Toolbox banner
Assessment @ Avondale Home | This Toolbox Home | Back |


Readings About ARAF Strategies

Australian Learning and Teaching Council. (2009). What's happening in assessment? Sydney: Australian Learning and Teaching Council (2008).

Bell, A., Mladenovic, R., & Price, M. (2013). Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education, 38(7), 769-788.

Bloxham, S., & West, A. (2007). Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12(1), 77-89. doi: 10.1080/13562510601102180

Boud, D., & Associates. (2010). Assessment 2020: Seven propositions for assessment reform in higher education Sydney. Australian Learning and Teaching Council (ALTC).

Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.

Boud, D., Lawson, R., & Thompson, D. G. (2015). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development, 34(1), 45-59.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

Brinkworth, R., McCann, B., Matthews, C., & Nordström, K. (2009). First year expectations and experiences: Student and teacher perspectives. 58, 2(157-173). doi: 10.1007/s10734-008-9188-3

Brown, S. (2004-2005). Assessment for Learning. Learning and Teaching in Higher Education, 1, 81-89.

Buckley, P. (2012). Can the effectiveness of different forms of feedback be measured? Retention and student preference for written and verbal feedback in level 4 bioscience students. Journal of Biological Education, 46(4), 242-246.

Burnett, B. M., & Roberts, A. G. (2005). Online collaborative assessment: Unpacking both process and product. In P. Comeaux (Ed.), Assessing online learning (pp. 55-71). Bolton, MA: Anker Publishing Company Inc.

Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482.

Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(1), 1–14.

Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78(3), 201-216.

Cizek, G. J. (2010). An introduction to formative assessment: History, characteristics, and challenges. In H. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment. New York:: Routledge.

Cochrane, T., & Withell, A. (2013). Do 21st Century students dream of electric sheep? A mobile social media framework for creative pedagogies. In H. Carter, M. Gosper & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 151-161). Macquarie University: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

Cramp, A. (2011). Developing first-year engagement with written feedback. Active Learning in Higher Education, 12(2), 113-124.

Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students' perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, 38(3), 349-362. doi: 10.1080/02602938.2011.632676

Duncan, S. (2007). ‘Feed‐forward’: improving students' use of tutors' comments. Assessment & Evaluation in Higher Education, 32(3), 271-283.

Elwood, J., & Klenowski, V. (2002). Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching. Assessment & Evaluation in Higher Education, 27(3), 243-256. doi: 10.1080/02602930220138606

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120.

Flick, U. (2004). Design and process in qualitative research (B. Jenner, Trans.). In U. Flick, E. v. Kardoff & I. Steinke (Eds.), A companion to qualitative research (pp. 146-152). London: Sage Publications.

Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, 36(1), 95-108. doi: 10.1080/02602930903201669

Irwin, B., Hepplestone, S., Holden, G., Parkin, H. J., & Thorpe, L. (2013). Engaging students with feedback through adaptive release. Innovations in Education and Teaching International, 50(1), 51-61. doi: 10.1080/14703297.2012.748333

Jones, O., & Gorra, A. (2013). Assessment feedback only on demand: Supporting the few not supplying the many. Active Learning in Higher Education, 14(2), 149-161.

Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann.

Kohn, A. (2011). The case against grades. Educational Leadership, 69(3), 28-33.

Maggs, L. A. (2014). A case study of staff and student satisfaction with assessment feedback at a small specialised higher education institution. Journal of Further and Higher Education, 38(1), 1-18. doi: 10.1080/0309877X.2012.699512

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090

Northcote, M., Williams, A., Fitzsimmons, P., & Kilgour, P. (2014). Does the type of assessment feedback I give make a difference?: The impact of qualitative and quantitative assessment feedback. In L. G. Chova, A. L. Martínez & I. C. Torres (Eds.), Proceedings of the 7th International Conference of Education, Research and Innovation (ICERI) (pp. 4531-4540). Seville, Spain: International Academy of Technology, Education and Development (IATED).

Orsmond, P., Maw, S. J., Park, J. J. R., Gomez, S., & Crook, A. C. (2013). Moving feedback forward: Theory to practice. Assessment & Evaluation in Higher Education, 38(2), 240-252. doi: 10.1080/02602938.2011.625472

Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B., & Thorpe, L. (2012). A role for technology in enhancing students’ engagement with feedback. Assessment & Evaluation in Higher Education,, 37(8), 963-973.

Peterson, E. R., Brown, G. T. L., & Jun, M. C. (2015). Achievement emotions in higher education: A diary study exploring emotions across an assessment event. Contemporary Educational Psychology, 42, 82-96.

Pickford, R. (2010). First-year assessment: Aligning perceptions and practice with purpose. from http://www.heacademy.ac.uk/assets/documents/ntfs/projects/Leeds_Met_Final_Report_2008.pdf

Pulfrey, C., Darnon, C., & Butera, F. (2013). Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. Journal of Educational Psychology, 105(1), 39-57.

Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125-135. doi: 10.1080/14703290903525911

Rae, A. M., & Cochrane, D. K. (2008). Listening to students: How to make written assessment feedback useful. Active Learning in Higher Education, 9(3), 217-230. doi: 10.1177/1469787408095847

Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550. doi: 10.1080/02602930903541015

Sanchez, H. S., & Dunworth, K. (2015). Issues and agency: postgraduate student and tutor experiences with written feedback. Assessment & Evaluation in Higher Education, 40(3), 456-470. doi: 10.1080/02602938.2014.921885

Sopina, E., & McNeill, R. (2015). Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education. Assessment & Evaluation in Higher Education, 40(5), 666-680. doi: 10.1080/02602938.2014.945072

Taylor, C., & Burke da Silva, K. (2014). An analysis of the effectiveness of feedback to students on assessed work. Higher Education Research & Development, 33(4), 794-806. doi: 10.1080/07294360.2013.863840

The Higher Education Academy. (2012). A marked improvement: Transforming assessment in higher education. In S. Orr (Ed.). York, UK: The Higher Education Academy.

Wren, J., Sparrow, H., Northcote, M., & Sharp, S. (2008). Higher education students' perceptions of effective assessment. The International Journal of Learning, 15(12), 11-24.

Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297.

Yucel, R., Bird, F. L., Young, J., & Blanksby, T. (2014). The road to self-assessment: Exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education, 39(8), 971-986. doi: 10.1080/02602938.2014.880400

© 2016 Avondale College Ltd trading as Avondale College of Higher Education 
CRICOS Provider No. 02731D ABN: 53 108 186 401  Terms of Use | Sitemap