Showing results 1 to 20 of 165
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| Issue Date | Title | Author(s) |
| 2023-01-05 | Reassessing assessment : what can post stroke aphasia assessment learn from research on assessment in education? | Hersh, D; Boud, D |
| 2022-12-09 | The pivotal role of student assessment in work-integrated learning | Boud, D; Costley, C; Cranfield, S; Desai, J; Nikolou-Walker, E; Nottingham, P; Wilson, D |
| 2022-12-08 | More Than Assessment Task Design | de St Jorre, TJ; Boud, D |
| 2022-12-08 | Promoting Equity and Social Justice through Assessment for Inclusion | Tai, J; Ajjawi, R; Boud, D; de St Jorre, TJ |
| 2022-12-08 | Moving Forward | Ajjawi, R; Boud, D; Tai, J; de St Jorre, TJ |
| 2022-11-01 | Correction to: Digital ethnography in higher education teaching and learning—a methodological review (Higher Education, (2022), 84, 5, (1143-1162), 10.1007/s10734-022-00838-4) | Jensen, LX; Bearman, M; Boud, D; Konradsen, F |
| 2022-11-01 | Digital ethnography in higher education teaching and learning—a methodological review | Jensen, LX; Bearman, M; Boud, D; Konradsen, F |
| 2022-11-01 | The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries | Guppy, N; Verpoorten, D; Boud, D; Lin, L; Tai, J; Bartolic, S |
| 2022-10-01 | Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development | Joughin, G; Bearman, M; Boud, D; Lockyer, J; Adachi, C |
| 2022-08-09 | A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19 | Bartolic, SK; Boud, D; Agapito, J; Verpoorten, D; Williams, S; Lutze-Mann, L; Matzat, U; Moreno, MM; Polly, P; Tai, J; Marsh, HL; Lin, L; Burgess, J-L; Habtu, S; Rodrigo, MMM; Roth, M; Heap, T; Guppy, N |
| 2022-08-01 | Assessment-as-learning for the development of students' evaluative judgement | Boud, D |
| 2022-08-01 | Conceptualising assessment-as-learning | Yan, Z; Boud, D |
| 2022-01-01 | Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys | Winstone, NE; Ajjawi, R; Dirkx, K; Boud, D |
| 2022-01-01 | From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature | Winstone, N; Boud, D; Dawson, P; Heron, M |
| 2022-01-01 | The use of a guided peer review assessment for investigative interviewers of child witnesses | Brubacher, SP; Powell, MB; Steele, LC; Boud, D |
| 2022-01-01 | Developing student feedback literacy through self and peer assessment interventions | Hoo, HT; Deneen, C; Boud, D |
| 2022-01-01 | Fostering student motivation and engagement with feedback through ipsative processes | Malecka, B; Boud, D |
| 2022-01-01 | The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis | Yan, Z; Wang, X; Boud, D; Lao, H |
| 2022-01-01 | What feedback literate teachers do: an empirically-derived competency framework | Boud, D; Dawson, P |
| 2022-01-01 | The assessment challenge of social and collaborative learning in higher education | Boud, D; Bearman, M |
