All Outputs (68)

Assessment to Support Student Learning: Eight Challenges for 21st Century Practice (2019)
Journal Article
Sambell, K., Brown, S., & Race, P. (2019). Assessment to Support Student Learning: Eight Challenges for 21st Century Practice. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 11(2), -

There are many challenges for the colleagues who teach and assess students in the twenty-first century, and in this article, we explore eight of these, proposing some practical ways forward building on the scholarship in the field, aiming to make ass... Read More about Assessment to Support Student Learning: Eight Challenges for 21st Century Practice.

Assessment as a locus for engagement: priorities and practicalities (2019)
Journal Article
Sambell, K., Brown, S., & Race, P. (2019). Assessment as a locus for engagement: priorities and practicalities. Giornale Italiano della Recerca Educativa, https://doi.org/10.7346/SIRD-1S2019-P45

This paper considers how assessment can productively act as a locus for engagement. It focuses on the important case being made by diverse global assessment experts who argue that we would do well to rethink assessment such that learning, rather than... Read More about Assessment as a locus for engagement: priorities and practicalities.

What’s in a word? Practices associated with ‘feedforward’ in higher education. (2019)
Journal Article
Reimann, N., Sadler, I., & Sambell, K. (2019). What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment and Evaluation in Higher Education, 44(8), 1279-1290. https://doi.org/10.1080/02602938.2019.1600655

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the... Read More about What’s in a word? Practices associated with ‘feedforward’ in higher education..

Developing autonomy via assessment for learning: students' views of their involvement in self and peer review activities (2019)
Book Chapter
Sambell, K., & Sambell, A. (2019). Developing autonomy via assessment for learning: students' views of their involvement in self and peer review activities. In C. Bryan, & K. Clegg (Eds.), Innovative Assessment in Higher Education: A handbook for academic practitioners, (173-189). (2nd). Abingdon, Oxon: Taylor & Francis

No abstract available.

Professionalism in practice: new directions in learning, teaching and assessment in higher education (2017)
Book
Sambell, K., Brown, S., & Graham, L. (2017). Professionalism in practice: new directions in learning, teaching and assessment in higher education. Palgrave Macmillan

This book acts as a highly practical guide for new and experienced lecturers, learning supporters and leaders in Higher Education; and offers plentiful examples and vignettes showing how learning can be brought to life through activity and engagement... Read More about Professionalism in practice: new directions in learning, teaching and assessment in higher education.

Assessment and feedback in higher education: considerable room for improvement? (2016)
Journal Article
Sambell, K. (2016). Assessment and feedback in higher education: considerable room for improvement?. Student Engagement in Higher Education Journal, 1(1),

No abstract available.

Real time feedback in large classes (2015)
Conference Proceeding
Sambell, K. (2015). Real time feedback in large classes. In N. Fernandez, I. S. Talledo, & E. Ruiz (Eds.), Proceedings of Ninth International Congress on Formative and Shared Assessment in Higher Education, Universidad Cantabria,

No abstract available.

Informal feedback : feedback via participation (2015)
Report
Sambell, K. (2014). Informal feedback : feedback via participation. Hong Kong: Centre for the enhancement of teaching and learning (CELT)

This Briefing has been written by Professor Kay Sambell at the invitation of the HKU Wise Assessment Project. Its theme, capitalising on opportunities for informal feedback to enhance learning, has been explored by Professor Sambell in a number of pu... Read More about Informal feedback : feedback via participation.

Engaging experienced students as academic mentors in support of the first-year experience: the Epistemic Apprenticeship Project (2014)
Book Chapter
Sambell, K., & Graham, L. (2014). Engaging experienced students as academic mentors in support of the first-year experience: the Epistemic Apprenticeship Project. In C. Bryson (Ed.), Understanding and developing student engagement (203-217)

No abstract available.

Assessment for learning environments: a student-centred perspective (2014)
Book Chapter
McDowell, L., & Sambell, K. (2014). Assessment for learning environments: a student-centred perspective. In C. Kreber, . C. Anderson, N. Entwistle, & . J. McArthur (Eds.), Advances and innovations in university assessment and feedback, (56-72). Edinburgh University Press. https://doi.org/10.3366/edinburgh/9780748694549.003.0004

Liz McDowell and Say Sambell focus on the importance of assessment for learning. Rather than simply adding new assessment techniques to existing entrenched practices that are seen to encourage learner dependence on their teachers and assign learners... Read More about Assessment for learning environments: a student-centred perspective.

Watch this space: childhood, picturebooks and comics (2014)
Journal Article
Gibson, M., Nabizadeh, G., & Sambell, K. (2014). Watch this space: childhood, picturebooks and comics. Journal of Graphic Novels and Comics, 5(3), 241-244. https://doi.org/10.1080/21504857.2014.943013

This is a special issue of Journal of Graphic Novels and Comics exploring the relationships of picturebooks and comics with notions of childhood. There have been productive readings in relation to the mechanics of both these media such as Maria Nikol... Read More about Watch this space: childhood, picturebooks and comics.

Assessment for learning in higher education (2013)
Book
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Routledge

Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AFL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is al... Read More about Assessment for learning in higher education.

Involving students in the scholarship of assessment: student voices on the feedback agenda for change (2013)
Book Chapter
Sambell, K. (2013). Involving students in the scholarship of assessment: student voices on the feedback agenda for change. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: developing dialogue with students (80-91). Routledge

This chapter focuses on an initiative which sought to promote and deepen students’ awareness, reflection and conceptual development with regard to assessment for learning (McDowell et al, 2006) in higher education. It involved developing a course whi... Read More about Involving students in the scholarship of assessment: student voices on the feedback agenda for change.

Engaging students through assessment (2013)
Book Chapter
Sambell, K. (2013). Engaging students through assessment. In E. Dunne, & D. Owen (Eds.), The student engagement handbook : practice in higher education (379-396). Emerald

No abstract available.

Beyond face value: playing the game with 'Sara's face (2013)
Book Chapter
Sambell, K. (2013). Beyond face value: playing the game with 'Sara's face. In A. Waller (Ed.), Melvin Burgess (81-97). Palgrave Macmillan

No abstract available.

Developing and using student-authored publications to increase staff and student awareness of the principles of assessment for learning (2013)
Book Chapter
Sambell, K. (2013). Developing and using student-authored publications to increase staff and student awareness of the principles of assessment for learning. In M. Morgan (Ed.), Supporting student diversity in higher education : a practical guide (182-184). Routledge

No abstract available.

“Here’s looking at you, kid.’’ From Big Brother to Big Brother: teenagers under surveillance (2012)
Book Chapter
Sambell, K. (2012). “Here’s looking at you, kid.’’ From Big Brother to Big Brother: teenagers under surveillance. In C. Ní Bhroin, & P. Kennon (Eds.), What do we tell the children? : critical essays on children's literature (182-195). Cambridge Scholars Publishing

This chapter discusses the ways in which the young adult author, Melvin Burgess, engages with the theme of surveillance. It will focus on his 2006 novel, Sara's Face, arguing that this novel critically explores dicsourses regarding teenage girls' re... Read More about “Here’s looking at you, kid.’’ From Big Brother to Big Brother: teenagers under surveillance.

‘This was really different!' Alternative perspectives on the student experience of assessment: alienation and engagement (2012)
Book Chapter
Sambell, K. (2012). ‘This was really different!' Alternative perspectives on the student experience of assessment: alienation and engagement. In I. Solomonides, . A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (185-208). Libri Publishing

This chapter focuses on students' experiences of engagement in the context of assessment. It explores one case study, which formed part of a university-wide attempt to promote Assessment of Learning (AfL), based on strong arguments in the research l... Read More about ‘This was really different!' Alternative perspectives on the student experience of assessment: alienation and engagement.

Rethinking feedback in higher education: an assessment for learning perspective (2011)
Report
Sambell, K. (2011). Rethinking feedback in higher education: an assessment for learning perspective. England: Higher Education Funding Council

This discussion of feedback takes place in the context of growing arguments to change assessment in higher education so as to focus on learning rather than simply measurement.

Towards an assessment partnership model?: students' experiences of being engaged as partners in Assessment for Learning (AfL) enhancement activity (2010)
Book Chapter
Sambell, K., & Graham, L. (2010). Towards an assessment partnership model?: students' experiences of being engaged as partners in Assessment for Learning (AfL) enhancement activity. In S. Little (Ed.), Staff-student partnerships in higher education (31-47). Continuum

The aim of this book is to build on existing and emerging expertise in staff-student partnerships that go beyond the consultation model, instead illustrating an approach of staff and students collaborating to facilitate institutional change. Followin... Read More about Towards an assessment partnership model?: students' experiences of being engaged as partners in Assessment for Learning (AfL) enhancement activity.