样式: 排序: IF: - GO 导出 标记为已读
-
Playing by the many rules: taught masters and their assessment regulations Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-04-15 Shaun Le Boutillier, Harvey Woolf, Marie Stowell, Cathi Fredricks, Jo Coward, Graham Taylor-Russell
In recent years the taught masters course has become an even more important component of the curriculum portfolio for universities in the UK and elsewhere. In the spring of 2021, the Student Assess...
-
Investigating variation in undergraduate students’ feedback seeking experiences: towards the integration of feedback seeking within the curriculum Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-04-10 Stephanie Young, David Carless
Feedback seeking research envisages pro-active student roles in feedback processes but students seem to hesitate to seek feedback from their teachers despite the potential benefits it offers. Appre...
-
Developing evaluative judgement for a time of generative artificial intelligence Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-04-10 Margaret Bearman, Joanna Tai, Phillip Dawson, David Boud, Rola Ajjawi
Generative artificial intelligence (AI) has rapidly increased capacity for producing textual, visual and auditory outputs, yet there are ongoing concerns regarding the quality of those outputs. The...
-
Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-04-07 Jordan King, Katja Brundiers, Daniel Fischer
Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shi...
-
L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-04-04 Linlin Xu, Jiehui Hu, Huihui Li, Jingnan Li
While feedback literate teachers play critical roles in enhancing feedback efficacy and students’ learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue...
-
Rubric co-creation to promote quality, interactivity and uptake of peer feedback Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-04-01 Da Yan
The aim of the study was to examine the effects of rubric co-creation on peer feedback. From a social constructivist perspective, rubric co-creation might have the ability to promote the quality of...
-
More pain, more gain? Extricating the effect of student involvement in rubric co-construction Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-03-25 Wenxiao Zhang, Yanqing Li, Wan Zhang
This quasi-experiment tested whether co-constructing a writing rubric gives students an advantage over only using the co-constructed rubric. We used students’ perception and use of the rubric, and ...
-
The educational integrity enforcement pyramid: a new framework for challenging and responding to student cheating Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-03-22 Cath Ellis, Kane Murdoch
Current approaches used by educational institutions to address the problem of student cheating are not working. This is because the discourse of academic integrity that currently dominates is, on i...
-
Improvement in the quality of feedback as an indication of the development of evaluative judgement Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-03-22 Elena Cano García, Andrea Jardí Ferré, Laia Lluch Molins, Ludmila Martins Gironelli
Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, t...
-
Training to increase student perceptions of fairness in peer assessment Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-03-17 Jacklin H. Stonewall, Michael C. Dorneich, Jane Rongerude
Peer assessment training was motivated, developed and evaluated to address fairness in higher education group learning. Team-centric pedagogies, such as team-based learning have been shown to impro...
-
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-03-04 Michelle Vaughan, Samantha N. Uribe
Distance education has increased steadily since the onset of Covid-19. As online offerings become a staple in programs of study, rather than the exception, it is important to consider how instructo...
-
Towards an ecological understanding of student emotions in feedback: a scoping review Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-02-25 Shijun (Cindy) Chen, Juuso Henrik Nieminen
Students’ emotions have been increasingly examined in feedback research. Socioculturally positioned research has particularly noted that emotions do not exist in a vacuum but are contextually situa...
-
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-02-20 Min Lee, Der-Thanq Chen, Roy Jun Yi Tan, Wei Loong David Hung
This article critically examines current conceptualisations of learner feedback agency (LFA) by juxtaposing them against debates and origins of agency to uncover their existing limitations. This ex...
-
Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-02-15 Kasja Weenink, Noelle Aarts, Sandra Jacobs
Student evaluations of courses and teaching (SETs) are used for various purposes, are omnipresent in academic teaching, and cause tensions within universities. Their analytical power is contested, ...
-
Decolonizing academic integrity: knowledge caretaking as ethical practice Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-02-09 Sarah Elaine Eaton
The purpose of this article is to explore theoretical and practical considerations for decolonizing academic integrity. I explore values associated with academic integrity, including both Western a...
-
Assessing beyond grades: unravelling the implications on student learning and engagement in higher education Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-02-09 Keai Lim
This study explored the impact of gradeless assessment on student holistic development in higher education. By examining its influence on learning, motivation and engagement, the research addressed...
-
A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-02-04 Jiahui Luo (Jess)
This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi’s ‘What’s...
-
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-01-29 Margaret Bearman, Joanna Tai, Michael Henderson, Rachelle Esterhazy, Paige Mahoney, Elizabeth Molloy
PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework s...
-
Challenging cheating in higher education: a review of research and practice Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-01-15 Malcolm Tight
This article presents a literature review of published research focused on challenging cheating in higher education. A brief overview of the literature on cheating in higher education is offered, s...
-
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-01-15 Benjamin Taylor, Flora Kisby, Alice Reedy
Rubrics are an assessment framework commonly employed in higher education settings; however, students can engage with and perceive them to be used in a variety of ways and with varying degrees of s...
-
ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-01-17 Philip Newton, Maira Xiromeriti
Media coverage suggests that ChatGPT can pass examinations based on multiple choice questions (MCQs), including those used to qualify doctors, lawyers, scientists etc. This poses a potential risk t...
-
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2024-01-12 Qi Lu, Yuan Yao, Longhai Xiao, Mingzhu Yuan, Jue Wang, Xinhua Zhu
The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall e...
-
When to conduct student evaluation of teaching surveys: before or after the final examination? Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-12-27 Vasja Vehovar, Luka Štrlekar
Student evaluation of teaching (SET) involves numerous conceptual and methodological problems. This paper focuses on a specific methodological dilemma: whether to conduct SET surveys before or afte...
-
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-12-19 Martin Daumiller, Tanja Fritz, Hernán González Cruz, Selma C. Rudert, Stefan Janke
Academic dishonesty threatens the integrity of performance assessment, making it crucial to understand the various types and predictors of such behavior. Second-party cheating, which refers to aidi...
-
More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-12-13 Timothy Clark
In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Y...
-
How can learners practice evaluative judgement using qualitative self-assessment? Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-12-11 Cedomir Gladovic, Joanna Hong-Meng Tai, Kelli Nicola-Richmond, Phillip Dawson
To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The import...
-
Engaging in a collaborative space: exploring the substance and impact of peer review conversations Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-12-11 Jennifer Evarts Lineback, Elizabeth Holbrook
Peer review offers benefits to post-secondary students and their instructors. In recent years, some instructors have shifted to virtual means of student peer review; however, face-to-face peer revi...
-
Steps to implementation: the role of peer feedback inner structure on feedback implementation Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-12-11 Qianru Lyu, Wenli Chen, Junzhu Su, Kok Hui John Gerard Heng
Though implementing feedback provided by peers has been an essential step for learning efficiency in peer feedback activities, it remains challenging for students. This study aims to explore the in...
-
The effects of gender and training on peer feedback characteristics Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-11-27 José Carlos Ocampo, Ernesto Panadero, David Zamorano, Iván Sánchez-Iglesias, Fernando Diez Ruiz
Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on th...
-
Feedback, feedback-on-feedback and re-feedback: effects of written dialogic peer feedback on English as a foreign language writing Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-11-21 Yuhuan Zhao, Fuhui Zhang, Christian D. Schunn, Ping He, Di Li, Yifan Zhao
Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain u...
-
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-11-20 Zoe Stephenson, Amy Jackson, Victoria Wilkes
The closed-door PhD and doctoral viva voce - the approach adopted in the United Kingdom - is esteemed by some as being a valuable academic tradition. However, an increasing body of literature and r...
-
Democratising assessment rubrics for international students Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-11-16 Chahna Gonsalves
Despite their widespread adoption and recognised benefits, rubrics have been critiqued for their potential misalignment with student needs. The voices of international students, who constitute a su...
-
Balancing pedagogical innovation with psychological safety? Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-30 Stephanie Wake, Madeleine Pownall, Richard Harris, Pam Birtill
Authentic assessments are designed to evaluate knowledge and skills that are relevant for students’ life beyond university, emphasising practical, applied skills. They offer an alternative to asses...
-
From authentic assessment to authenticity in assessment: broadening perspectives Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-19 Rola Ajjawi, Joanna Tai, Mollie Dollinger, Phillip Dawson, David Boud, Margaret Bearman
For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple...
-
Conceptualisation of teaching excellence: an analysis of teaching excellence schemes Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-19 Cecilia Ka Yuk Chan, Siaw Wee Chen
Recognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universi...
-
Missing the forest for the trees: investigating factors influencing student evaluations of teaching Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-13 Richard O’Donovan
Student evaluations of teaching (SETs) feature prominently in higher education and can impact an academic’s career. As a result, they have attracted considerable research attention in order to iden...
-
Shifting feedback agency to students by having them write their own feedback comments Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-08 David Nicol, Lovleen Kushwah
In higher education, there is a tension between teachers providing comments to students about their work and students developing agency in producing that work. Most proposals to address this tensio...
-
Evaluating student feedback literacies: a study using first-year business and economics students Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-13 Wasana Karunarathne, Chris Selman, Tracii Ryan
Feedback is a process in which students play a central role. To support this process, recent conceptual research suggests that students need to develop feedback literacies. However, additional empi...
-
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-08 Patricia Simon, Juming Jiang, Luke K. Fryer
Learning management systems (LMSs) have facilitated access to courses beyond conventional classroom environments via distance and asynchronous education. Although numerous studies have examined LMS...
-
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-04 Alexander Amigud, Samira Hosseini
This study explores the social nature of learning and discusses its implications for student assessment. To this end, we analyzed a sample of unique first-hand accounts of students seeking help wit...
-
Flexible assessment: some benefits and costs for students and instructors Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-10-02 Mairi Cowan
Research on flexible assessment suggests that providing students with choice in assignments can increase motivation and deepen investment in learning. Although instructors are often advised to adop...
-
Are assessment accommodations cheating? A critical policy analysis Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-09-21 Juuso Henrik Nieminen, Sarah Elaine Eaton
Assessment accommodations are used globally in higher education systems to ensure that students with disabilities can participate fairly in assessment. Even though assessment accommodations are sup...
-
Measuring what learners do in feedback: the feedback literacy behaviour scale Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-08-07 Phillip Dawson, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, Paige Mahoney
Abstract Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of ‘feedback literacy’ to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents
-
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-08-01 Alexandra Farazouli, Teresa Cerratto-Pargman, Klara Bolander-Laksov, Cormac McGrath
Abstract AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers
-
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-07-20 Juan Fraile, María Gil-Izquierdo, Eva Medina-Moral
Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use t...
-
Embedding equity: online tutor support to provide effective feedforward on assessments Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-07-16 Sarah Teakel, Kelly Linden, Neil van der Ploeg, Noelia Roman
Abstract Sustainable and innovative programs to support students in their transition to university and improve student progress rates and retention are in high demand and short supply. An institution-wide model was established for an online Embedded Tutor Program. The program supports commencing undergraduate students and is sustainable post-pandemic. Tutors with unit-specific knowledge were embedded
-
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-07-09 Luotong Hui, Kate Ippolito, Moira Sarsfield, Magda Charalambous
Abstract To maximise the feedback effect, it is crucial to establish a dialogic feedback process between students and teachers. This can facilitate a mutually reinforcing cycle on each other’s feedback practice and uncover unrealistic feedback expectations. In this article, we present a co-developed reflective ePortfolio platform designed to foster students’ self-reflection, facilitate dialogic feedback
-
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-07-09 Florence T. T. Phua, Gerard H. Dericks, Edmund R. Thompson, Jürgen Enders
Abstract We propose and test the proposition that innate personality differences in trait affect explain significant variance in student satisfaction. Using three standard measures of trait affect and data from a student sample (n = 409) of PhD candidates across science, social science and humanities in 63 universities from 20 countries, we find that 24% of variance in student satisfaction is accounted
-
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-07-03 Stefan Büchele
Various studies investigate the effects of learning strategies on students’ performance. However, one can see a mixed pattern of the impact of learning strategies on performance. One reason might b...
-
Students’ perceptions of peer review for assessing digital multimodal composing: the case of a discipline-specific English course Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-22 Yi Deng, Dan Liu, Dezheng (William) Feng
While peer review has been widely incorporated in assessing digital multimodal composing (DMC) to provide formative feedback, how students perceive its benefits and problems remains inadequately in...
-
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-22 Marloes Nederhand, Bas Giesbers, Judith Auer, Ad Scheepers
Abstract Low response rate and quality are common challenges when administrating student evaluations of teaching (SETs). This study aimed to increase SET response rate and quality by investigating a widely recommended strategy to overcome an underlying reason for students’ non-responsiveness, namely the lack of transparency about SET processes. In Study 1, we tested first-year students’ faith in SET
-
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-21 Troy Heffernan, Paul Harpur
Across the international higher education sector, existing studies highlight that student evaluations of courses and teaching are biased and prejudiced towards academics and can cause mental distre...
-
Student partnership in assessment in higher education: a systematic review Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-16 Cecilia Ka Yuk Chan, Siaw Wee Chen
This systematic review aims to explore how student partnership is enacted in higher education assessment using community of practice and liminality of student roles as the conceptual framework. For...
-
The development and validation of an instrument to measure evaluative judgement: a focus on engineering students’ judgement of intercultural competence Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-16 Jiahui Luo, Cecilia KY Chan, Yue Zhao
Intensive research attention has focused on developing students’ evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature ...
-
Unpacking the impact of teacher assessment approaches on student writing engagement: a survey of university learners across different languages Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-07 Yao Zheng, Jian Xu
While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important construct...
-
A systematic review – handwritten examinations are becoming outdated, is it time to change to typed examinations in our assessment policy? Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-06-05 Cecilia Ka Yuk Chan
With the advances of technologies, possessing digital and information literacy is crucial for the selection of candidates by employers in this digital AI era. For most students, receiving and outpu...
-
Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-05-21 Yangyang Guo, Zhijun Liu, Xuanyi Meng, Hongbiao Yin
Adopting a mixed methods approach, this study examined the relationships between undergraduate students’ motivation, engagement and learning outcomes during the COVID-19 pandemic. An online questio...
-
Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-05-18 Katrina McLachlan, Neil Tippett
Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional ...
-
Students’ evaluations of native and non-native teachers in higher education Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-05-17 Arnoud Oude Groote Beverborg, Barbara C. N. Müller
Abstract Student evaluations of teachers (SETs) are often used to evaluate teachers’ performance in higher education. However, several factors unrelated to performance can lead to biased SETs. The present experimental research was designed to examine whether native or non-native teachers could be evaluated differently by students in higher education. In two studies, students were presented with short
-
Beyond open book versus closed book: a taxonomy of restrictions in online examinations Assess. Eval. High. Educ. (IF 4.44) Pub Date : 2023-05-09 Phillip Dawson, Kelli Nicola-Richmond, Helen Partridge
Educators set restrictions in examinations to enable them to assess learning outcomes under particular conditions. The open book versus closed book binary is an example of the sorts of restrictions...