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Outputs (771)

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.

Negotiating academic assignments : the experiences of widening participation and traditional students (2005)
Presentation / Conference Contribution
Mcdowell, L., & Sambell, K. (2004, September). Negotiating academic assignments : the experiences of widening participation and traditional students. Presented at 12th Improving Student Learning Symposium

The proceedings of the 12th Improving Student Learning symposium, held in 2004 in Birmingham. This book includes the three keynotes: 'Cultural difference in western universities: intercultural and internationalised responses to a changing world' by C... Read More about Negotiating academic assignments : the experiences of widening participation and traditional students.

Assessment strategies to encourage partnership: students’ perspectives of the value of self and peer assessment in the development of written communication (2000)
Presentation / Conference Contribution
Johnson, R., & Sambell, K. (1999, April). Assessment strategies to encourage partnership: students’ perspectives of the value of self and peer assessment in the development of written communication. Presented at 6th annual Writing Development in Higher Education Conference

No abstract available.

The value of self and peer assessment to the developing lifelong learner (1998)
Presentation / Conference Contribution
Sambell, K. & McDowell, L. (1997). The value of self and peer assessment to the developing lifelong learner. In Rust, C. (Ed.). . Improving student learning : improving students as learners. 46-56. . ISBN 1873576595, 9781873576595.

No abstract available.

Assessment for learning: developing autonomous learners in childhood studies (2006)
Presentation / Conference Contribution
McDowell, L., & Sambell, K. (2006). Assessment for learning: developing autonomous learners in childhood studies. In C. Rust (Ed.), Improving student learning through assessment : Proceedings of the 2005 13th international symposium

No abstract available.

Editorial: TLAD 2015 (2015)
Presentation / Conference Contribution
Leimich, P., & Bhogal, J. (2015, July). Editorial: TLAD 2015. Presented at 13th International Workshop on Teaching, Learning and Assessment of Databases (TLAD 2015)

No abstract available.

Editorial: TLAD 2014 (2014)
Presentation / Conference Contribution
Leimich, P., & Monger, A. (2014, July). Editorial: TLAD 2014. Presented at 12th International Workshop on Teaching, Learning and Assessment of Databases

No abstract avialable.

Editorial: TLAD 2013 (2013)
Presentation / Conference Contribution
Leimich, P., & Nelson, D. (2013, July). Editorial: TLAD 2013. Presented at 11th International Workshop on Teaching, Learning and Assessment of Databases

No abstract available.

Editorial: TLAD 2012 (2012)
Presentation / Conference Contribution
Leimich, P., & Byrne, B. (2012, July). Editorial: TLAD 2012. Presented at 10th International Workshop on Teaching, Learning and Assessment of Databases

No abstract available.

Editorial: TLAD 2011 (2011)
Presentation / Conference Contribution
Leimich, P. (2011, July). Editorial: TLAD 2011. Presented at 9th International Workshop on Teaching, Learning and Assessment of Databases

No abstract available.

“This wall does more for mental health than the uni does”: Theorising Toilet Graffiti as Safe House for Students (2024)
Journal Article
Victoria, M. (online). “This wall does more for mental health than the uni does”: Theorising Toilet Graffiti as Safe House for Students. Innovative Higher Education, https://doi.org/10.1007/s10755-024-09712-w

Despite sometimes being considered unworthy of scholarly attention, the study of toilet graffiti, also known as latrinalia, has nevertheless garnered increasing interest among researchers. Graffiti writing still suffers from the stigma of being assoc... Read More about “This wall does more for mental health than the uni does”: Theorising Toilet Graffiti as Safe House for Students.

Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges (2023)
Journal Article
Bowen, T., Drysdale, M. T., Callaghan, S., Smith, S., Johansson, K., Smith, C., Walsh, B., & Berg, T. (2024). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education, Skills and Work-based Learning, 14(2), 313-328. https://doi.org/10.1108/HESWBL-05-2023-0115

Purpose This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and prof... Read More about Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges.

Young People and e-Democracy: Creating a Culture of Participation (2004)
Presentation / Conference Contribution
Masters, Z., Masters, Z., Macintosh, A., & Smith, E. (2004, August). Young People and e-Democracy: Creating a Culture of Participation. Presented at Electronic government : third international conference, EGOV 2004, Zaragoza, Spain

Research originally suggested that new technologies, particularly the Internet, provided a useful mechanism for engaging young people - an otherwise largely disenfranchised group. Subsequent to the evaluation of a number of pioneering projects in thi... Read More about Young People and e-Democracy: Creating a Culture of Participation.

An exploration of academic identity through the COVID-19 pandemic (2022)
Journal Article
Smith, S., Plum, K., Taylor-Smith, E., & Fabian, K. (2022). An exploration of academic identity through the COVID-19 pandemic. Journal of Further and Higher Education, 46(9), 1290-1303. https://doi.org/10.1080/0309877X.2022.2072194

The COVID-19 global pandemic precipitated migration to online learning and teaching for students and universities. This study explored the change in self-identification in an academic role through the significant disruption caused by the urgent migra... Read More about An exploration of academic identity through the COVID-19 pandemic.

Case study: Supporting and enhancing student agency in feedback processes: using a novel feedback tool in the creative industries (2021)
Book Chapter
Cochrane, R., & Firth, R. (2021). Case study: Supporting and enhancing student agency in feedback processes: using a novel feedback tool in the creative industries. In L. Hunt, & . D. Chalmers (Eds.), University Teaching in Focus: A Learning-centred Approach. (2). Routledge

Cochrane, R., & Firth, R. (in press). Case study: Supporting and enhancing student agency in feedback processes: using a novel feedback tool in the creative industries. In L. Hunt, & . D. Chalmers (Eds.), University Teaching in Focus: A Learning-cent... Read More about Case study: Supporting and enhancing student agency in feedback processes: using a novel feedback tool in the creative industries.

Transition to Postgraduate Study at Master’s Level: Lessons Learned from Students’ Evaluations of an Online Induction Resource (2020)
Journal Article
Robb, L., & Moffat, S. (2020). Transition to Postgraduate Study at Master’s Level: Lessons Learned from Students’ Evaluations of an Online Induction Resource. Journal of Perspectives in Applied Academic Practice, 8(1), 41-51. https://doi.org/10.14297/jpaap.v8i1.402

Evidence from UK universities’ Postgraduate Taught Experience Survey (PTES) concluded that whilst confident and experienced in their area of practice, some find the prospect of returning to study in an on-line environment and making the transition to... Read More about Transition to Postgraduate Study at Master’s Level: Lessons Learned from Students’ Evaluations of an Online Induction Resource.

Implementing web-assisted learning and engaging academic staff in the change process (2007)
Journal Article
Marek, S. A., Sibbald, A. M., & Bagher, M. (2007). Implementing web-assisted learning and engaging academic staff in the change process. Journal of Organisational Transformation and Social Change, 3(3), 269-284. https://doi.org/10.1386/jots.3.3.269_1

In achieving the transition from a traditional taught mode of delivery to web-assisted learning, the management of universities now realise that change needs to be led and managed from the top down. They are also reliant on academic staff to engage i... Read More about Implementing web-assisted learning and engaging academic staff in the change process.