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Outputs (235)

‘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.

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.

Insights from practice: third sector internships Scotland. (2014)
Presentation / Conference Contribution
Caddell, M. & Boyle, F. (2014, May). Insights from practice: third sector internships Scotland. Presented at SRHE day conference: 'Why do internships and placementsmatter? Sharing of current research'., London. (Unpublished)

No abstract available.

The medium became the message: the MEDAL project as learning space. (2009)
Book Chapter
Samberll, K., & Gibson, M. (2009). The medium became the message: the MEDAL project as learning space. In L. Hodsdon, & R. Segal (Eds.), FDTL voices : drawing from learning and teaching projects (100-107). Higher Education Academy

Our contribution offers a retrospective glimpse into some perspectives on the MEDAL (Making a difference: educational development to enhance academic literacy) project, a three-year initiative that created a pedagogic network for childhood studies (C... Read More about The medium became the message: the MEDAL project as learning space..

Carnivalising the future: a new approach to theorising childhood and adulthood in science fiction for young readers (2004)
Journal Article
Sambell, K. (2004). Carnivalising the future: a new approach to theorising childhood and adulthood in science fiction for young readers. Lion and the Unicorn, 28(2), 247-261

The comic narrative strategies that Reeve uses in Mortal Engines set it apart from the bulk of deeply serious, starkly pessimistic science fiction for young readers. Sambell illustrates how Reeve eschews the oppressive admonitory tone of the dystopia... Read More about Carnivalising the future: a new approach to theorising childhood and adulthood in science fiction for young readers.

'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment (2009)
Book Chapter
Sambell, K., & Beven, P. (2009). 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment. In J. Potter, & D. Hampton (Eds.), Students supporting students (15-18). Staff and Educational Development Association (SEDA)

This paper presents case study research into the student experience of becoming a mentor on an undergraduate Joint Honours programme at Northumbria University. The teaching team who devised the scheme primarily sought to offer peer mentors a realisti... Read More about 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment.

Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all? (2008)
Journal Article
McDowell, L., Smailes, J., Sambell, K., Sambell, A., & Wakelin, D. (2008). Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?. Innovations in Education and Teaching International, 45(2), 143-153. https://doi.org/10.1080/14703290801950310

This paper reports on a collaborative project to improve assessment undertaken by a cross discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results fro... Read More about Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?.

Supporting diverse students : developing learner autonomy via assessment (2006)
Book Chapter
Sambell, K., McDowell, L., & Sambell, A. (2006). Supporting diverse students : developing learner autonomy via assessment. In C. Bryan, & K. Clegg (Eds.), Innovative assessment in higher education (158-168). Routledge

This chapter focuses on two case studies in which lecturers aimed to use assessment as a pedagogic technique to foster learner autonomy. Analysis of the student viewpoint is used to highlight some of the issues that surround the use of assessment to... Read More about Supporting diverse students : developing learner autonomy via assessment.

The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives (2004)
Journal Article
Sambell, K., & Hubbard, A. (2004). The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives. Widening Participation and Lifelong Learning, 6(2), 25-36

There is little doubt that strategies to widen participation in UK higher education are having a significant impact on institutions, curricula and staff (Collins & Lim, 2002). Given the current policy emphasis on recruiting students from non-traditi... Read More about The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives.

Contextualising information literacy to assessment criteria and measuring the impact on student performance: a collaborative approach (2016)
Book Chapter
Robertson, S., & Walker, K. (2016). Contextualising information literacy to assessment criteria and measuring the impact on student performance: a collaborative approach. In C. Penman, & M. Foster (Eds.), Innovations in Learning and Teaching (107-122). Merchiston Publishing

This chapter explores the collaboration between a subject librarian and a module leader to improve the information literacy skills within a large cohort under-graduate business module. Generic library resources were replaced by bespoke material withi... Read More about Contextualising information literacy to assessment criteria and measuring the impact on student performance: a collaborative approach.

What do parents feel they need? Implications of parents' perspectives for the facilitation of parenting programmes (2003)
Journal Article
Miller, S., & Sambell, K. (2003). What do parents feel they need? Implications of parents' perspectives for the facilitation of parenting programmes. Children & Society, 17(1), 32-44. https://doi.org/10.1002/chi.726

This paper is based upon in-depth interview studies with a range of parents and explores their beliefs, expectations and experiences of parenting support. Three dominant ways in which parents viewed parenting education are identified. The implication... Read More about What do parents feel they need? Implications of parents' perspectives for the facilitation of parenting programmes.

Annotated bibliography of utopian and dystopian children's fiction (2003)
Book Chapter
Hintz, C., Ostry, E., Sambell, K., & Totaro, R. C. N. (2003). Annotated bibliography of utopian and dystopian children's fiction. In C. Hintz, & E. Ostry (Eds.), Utopian and dystopian writing for children and young adults (200-231). Routledge

This volume examines a variety of utopian writing for children from the 18th century to the present day, defining and exploring this new genre in the field of children's literature. The original essays discuss thematic conventions and present detaile... Read More about Annotated bibliography of utopian and dystopian children's fiction.

Let’s get the assessment to drive the learning (2000)
Book Chapter
Sambell, K., Miller, S., & Hodgson, S. (2000). Let’s get the assessment to drive the learning. In P. Schwartz, & G. Webb (Eds.), Assessment : case studies, experience and practice from higher education (137-143). London, UK: KoganPage

No abstract available.

Fitness for purpose in the assessment of learning: students as stakeholders (1999)
Journal Article
Mcdowell, L., & Sambell, K. (1999). Fitness for purpose in the assessment of learning: students as stakeholders. Quality in Higher Education, 5(2), 107-123. https://doi.org/10.1080/1353832990050202

A fitness‐for‐purpose approach to determining the quality of assessment practices in higher education requires the consideration of the perspectives of a range of stakeholders including students. Empirical data from case studies of assessment in prac... Read More about Fitness for purpose in the assessment of learning: students as stakeholders.