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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.

Enquiry-based learning and formative assessment environments: student perspectives (2010)
Journal Article
Sambell, K. (2010). Enquiry-based learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education, 4(1), 52-61

This paper outlines case study research into first-year students’ experiences of enquiry based learning (EBL) on a year-long introductory theory module. Students were supported to carry out a series of authentic small-scale enquiries involving: • wor... Read More about Enquiry-based learning and formative assessment environments: student perspectives.

Curriculum Design for Blended and Online Learning (2010)
Presentation / Conference Contribution
Fotheringham, J. (2010, December). Curriculum Design for Blended and Online Learning. Paper presented at NHS Education Scotland CPD event

No abstract available.

Studying early childhood: Part 3 - visits, observations, placements and dissertations (2010)
Journal Article
Sambell, K. (2010). Studying early childhood: Part 3 - visits, observations, placements and dissertations. Nursery World, 25, 15-18

Most early childhood degrees include 'real-world' experiences in early years settings and a related final-year project or dissertation. Make the most of these learning opportunities by bringing your critical thinking skills with you on the placement.

Studying early childhood: Part 2 - reading, writing and producing assignments (2010)
Journal Article
Sambell, K. (2010). Studying early childhood: Part 2 - reading, writing and producing assignments. Nursery World, 28, 15-18

When studying early childhood at degree level, it's vital to become fluent in appropriate ways of talking and writing about relevant ideas and concepts. This helps you produce effective assignments during the degree itself but, most importantly, also... Read More about Studying early childhood: Part 2 - reading, writing and producing assignments.

Studying early childhood: Part 1 - becoming an active learner (2010)
Journal Article
Sambell, K. (2010). Studying early childhood: Part 1 - becoming an active learner. Nursery World, 23,

When making the transition to studying at degree level, students will be challenged to think in new and unaccustomed ways, with different study practices than they have used before. Embarking on any degree involves a step-change in a student's approa... Read More about Studying early childhood: Part 1 - becoming an active learner.

Learner Identities: Undergraduate Interns as Staff Developers – Development of an Identity within The Wider Community (2010)
Presentation / Conference Contribution
Tierney, A. (2010, July). Learner Identities: Undergraduate Interns as Staff Developers – Development of an Identity within The Wider Community. Paper presented at 2nd International Conference, Academic Identities for the 21st Century, Glasgow, Scotland

In the summer of 2006, seven undergraduate interns from six faculties within the University of Glasgow, came together in order to develop resources for staff and students in the area of Enquiry-Based Learning (EBL) (Kahn & O’Rourke, 2005), in accorda... Read More about Learner Identities: Undergraduate Interns as Staff Developers – Development of an Identity within The Wider Community.

Online reflective diaries - using technology to strengthen the learning experience (2010)
Presentation / Conference Contribution
Butler, E., Tatner, M., & Tierney, A. (2010, June). Online reflective diaries - using technology to strengthen the learning experience. Paper presented at 35th International Conference Improving University Teaching, Washington DC, USA

Internet based technologies have benefits for students and staff in terms of time and information sharing. Students at the University of Glasgow were required to engage in reflective writing, with tutor support, as part of their course assessment. We... Read More about Online reflective diaries - using technology to strengthen the learning experience.

The Impact of a Faculty Learning Community on the Academic Identity of a Group of University Teachers (2010)
Presentation / Conference Contribution
Tierney, A. (2010, June). The Impact of a Faculty Learning Community on the Academic Identity of a Group of University Teachers. Paper presented at Academic Identities for the 21st Century, University of Strathclyde, Glasgow

In 2006, a Faculty Learning Community (FLC) was set up at the University of Glasgow (Bell et al, 2006). Using the Miami model proposed by Cox (2004), the purpose of the FLC was two-fold; to bring together a group of University Teachers (UT), a new ac... Read More about The Impact of a Faculty Learning Community on the Academic Identity of a Group of University Teachers.

From anxiety to empowerment: a Learning Community of University Teachers (2010)
Journal Article
MacKenzie, J., Bell, S., Bohan, J., Brown, A., Burke, J., Cogdell, B., Jamieson, S., McAdam, J., McKerlie, R., Morrow, L., Paschke, B., Rea, P., & Tierney, A. (2010). From anxiety to empowerment: a Learning Community of University Teachers. Teaching in Higher Education, 15(3), 273-284. https://doi.org/10.1080/13562511003740825

Increasing numbers of ‘teaching-only’ staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engag... Read More about From anxiety to empowerment: a Learning Community of University Teachers.

A transer of graduate attributes, or boundary crossing and leaving? (2010)
Presentation / Conference Contribution
Caddell, M., Cannell, P., & MacDonald, J. (2010, March). A transer of graduate attributes, or boundary crossing and leaving?. Presented at QAA Enhancement Themes Conference 'Graduates for the 21st Century: Integrating the Enhancement Themes

Engaging students in curriculum enhancement. (2009)
Presentation / Conference Contribution
Webster, B., Tee, S., & Szarvus, M. (2009, December). Engaging students in curriculum enhancement. Presented at NET2009: 20th Annual International Conference

No abstract available.

Assessment for learning : a brief history and review of terminology (2009)
Presentation / Conference Contribution
McDowell, L., Sambell, K., & Davison, G. (2008, September). Assessment for learning : a brief history and review of terminology. Presented at 16th Improving Student Learning Symposium

This paper examines terms which are currently used to describe what has come to be known as assessment for learning. Relevant terms include formative assessment, assessment for learning, assessment as learning, learning orientated assessment and sust... Read More about Assessment for learning : a brief history and review of terminology.

Rethinking feedback : an assessment for learning perspective (2009)
Journal Article
Sambell, K., & Graham, L. (2009). Rethinking feedback : an assessment for learning perspective. HE Focus Quarterly Journal, 1(1), 2

The provision of feedback to learners has long been recognised as a crucial aspect of effective learning in university education and is often regarded as the main means by which student learning will be improved. In the UK the issue of feedback has a... Read More about Rethinking feedback : an assessment for learning perspective.

Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework (2009)
Book
Sambell, K. (2009). Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework. Northumbria University

The work reported in this guide was undertaken as part of a
Northumbria University Research-informed Teaching project called ‘Seeing the Signs: involving students as researchers across the disciplines.’ The project supported the transfer of the pion... Read More about Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework.

Using enquiry-based learning to support research informed teaching in the first-year experience (2009)
Book
Sambell, K. (2009). Using enquiry-based learning to support research informed teaching in the first-year experience. Northumbria University

This guide discusses a project that was funded by Northumbria University’s research-informed teaching (RiT) initiative: ‘The Impact of Enquiry-Based Learning: student perspectives of the links between discipline-based research, teaching and studentsh... Read More about Using enquiry-based learning to support research informed teaching in the first-year experience.