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Assessment & Evaluation in Higher Education最新文献

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‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity 我做我自己的空间很小"：评估标准化与学生多样性之间的紧张关系
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-09-03 DOI: 10.1080/02602938.2024.2388699
Juuso Henrik Nieminen, Mollie Dollinger, Rachel Finneran
{"title":"‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity","authors":"Juuso Henrik Nieminen, Mollie Dollinger, Rachel Finneran","doi":"10.1080/02602938.2024.2388699","DOIUrl":"https://doi.org/10.1080/02602938.2024.2388699","url":null,"abstract":"Higher education aims to educate diverse professionals to operate in an increasingly complex world. Yet, academic assessment practices still rely upon standardisation, namely, that all students sho...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach 本科生对反馈的看法和对反馈的参与：一种教育认同方法
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-08-22 DOI: 10.1080/02602938.2024.2390933
Sarah E. Rose, Louise Taylor, Siân E. Jones
{"title":"Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach","authors":"Sarah E. Rose, Louise Taylor, Siân E. Jones","doi":"10.1080/02602938.2024.2390933","DOIUrl":"https://doi.org/10.1080/02602938.2024.2390933","url":null,"abstract":"Engaging with feedback has been widely shown to support learning, but levels of engagement with feedback among individual students varies considerably. This study assessed educational identities to...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Feedback engagement as a multidimensional construct: a validation study 作为多维结构的反馈参与：一项验证研究
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-08-04 DOI: 10.1080/02602938.2024.2381227
Zhengdong Gan, Wei Wei, Guoxing Yu
{"title":"Feedback engagement as a multidimensional construct: a validation study","authors":"Zhengdong Gan, Wei Wei, Guoxing Yu","doi":"10.1080/02602938.2024.2381227","DOIUrl":"https://doi.org/10.1080/02602938.2024.2381227","url":null,"abstract":"While the term feedback engagement has become a buzzword in higher education, the constructs of feedback engagement have remained inadequately investigated, and research on the conceptualization an...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Interacting with ChatGPT for internal feedback and factors affecting feedback quality 与 ChatGPT 交互获取内部反馈以及影响反馈质量的因素
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-07-21 DOI: 10.1080/02602938.2024.2374485
Angela Choi Fung Tam
{"title":"Interacting with ChatGPT for internal feedback and factors affecting feedback quality","authors":"Angela Choi Fung Tam","doi":"10.1080/02602938.2024.2374485","DOIUrl":"https://doi.org/10.1080/02602938.2024.2374485","url":null,"abstract":"Research consistently shows the importance of teacher and peer feedback in enabling students to generate internal feedback for improved learning. However, the utilisation of Generative Pre-Trained ...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education 教学反馈设计的多样性：高等教育反馈研究范围界定审查的结果
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-07-21 DOI: 10.1080/02602938.2024.2378336
Jennifer Schluer, Annika Brück-Hübner
{"title":"Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education","authors":"Jennifer Schluer, Annika Brück-Hübner","doi":"10.1080/02602938.2024.2378336","DOIUrl":"https://doi.org/10.1080/02602938.2024.2378336","url":null,"abstract":"Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers h...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A mixed method approach to exploring feedback literacy through student self-reflection 通过学生自我反思探索反馈素养的混合方法
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-07-08 DOI: 10.1080/02602938.2024.2373792
Kurt Coppens, Lynn Van den Broeck, Naomi Winstone, Greet Langie
{"title":"A mixed method approach to exploring feedback literacy through student self-reflection","authors":"Kurt Coppens, Lynn Van den Broeck, Naomi Winstone, Greet Langie","doi":"10.1080/02602938.2024.2373792","DOIUrl":"https://doi.org/10.1080/02602938.2024.2373792","url":null,"abstract":"When students enter university, they become increasingly accountable for their own learning. Feedback and self-reflection processes are an important part of this. Therefore, the primary aim of this...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The final examination of the UK PhD: fit for purpose? 英国博士学位的终审：是否符合目的？
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-07-08 DOI: 10.1080/02602938.2024.2364026
Gillian Houston, Ingrid Lunt
{"title":"The final examination of the UK PhD: fit for purpose?","authors":"Gillian Houston, Ingrid Lunt","doi":"10.1080/02602938.2024.2364026","DOIUrl":"https://doi.org/10.1080/02602938.2024.2364026","url":null,"abstract":"In recent decades the doctorate and its purposes have undergone fundamental change. The scholarly model has evolved from one of ‘apprentice’ to independent, supported learner and the doctoral train...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work 态度好有什么用？学生打算用于改进作业的反馈意见的特点
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-07-08 DOI: 10.1080/02602938.2024.2373799
David Playfoot, Ruth Horry, Aimee E. Pink
{"title":"What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work","authors":"David Playfoot, Ruth Horry, Aimee E. Pink","doi":"10.1080/02602938.2024.2373799","DOIUrl":"https://doi.org/10.1080/02602938.2024.2373799","url":null,"abstract":"Although teachers spend a lot of time striving to provide high-quality feedback, students do not always act upon it and may rate it as unhelpful. The current study attempted to determine the charac...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices 反馈提供者参与在线同伴微型教学反馈实践的贡献和收益
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-07-04 DOI: 10.1080/02602938.2024.2363328
Angela Choi Fung Tam
{"title":"Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices","authors":"Angela Choi Fung Tam","doi":"10.1080/02602938.2024.2363328","DOIUrl":"https://doi.org/10.1080/02602938.2024.2363328","url":null,"abstract":"Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primar...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Feedback literacy matters: unlocking the potential of learning analytics-based feedback 反馈素养很重要：释放基于学习分析的反馈潜力
IF 4.4 2区 教育学
Assessment & Evaluation in Higher Education Pub Date : 2024-06-27 DOI: 10.1080/02602938.2024.2367587
Mustafa Tepgec, Joana Heil, Dirk Ifenthaler
{"title":"Feedback literacy matters: unlocking the potential of learning analytics-based feedback","authors":"Mustafa Tepgec, Joana Heil, Dirk Ifenthaler","doi":"10.1080/02602938.2024.2367587","DOIUrl":"https://doi.org/10.1080/02602938.2024.2367587","url":null,"abstract":"Despite the widespread implementation of learning analytics (LA)-based feedback systems, there exists a gap in empirical investigations regarding their influence on learning outcomes. Moreover, exi...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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