Outputs (7)

Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative (2014)
Book Chapter
Scoles, J., Huxham, M., & McArthur, J. (2014). Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative. In Sage Research Methods. SAGE Publications. https://doi.org/10.4135/978144627305013514690

Researchers who are interested in asking a number of questions about a particular phenomenon are increasingly looking to mixed methods as a useful research approach. In this case study, we discuss how mixed-methods research is situated in current deb... Read More about Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative.

No longer exempt from good practice: using exemplars to close the feedback gap for exams (2012)
Journal Article
Scoles, J., Huxham, M., & McArthur, J. (2013). No longer exempt from good practice: using exemplars to close the feedback gap for exams. Assessment and Evaluation in Higher Education, 38(6), 631-645. https://doi.org/10.1080/02602938.2012.674485

In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such... Read More about No longer exempt from good practice: using exemplars to close the feedback gap for exams.

Oral versus written assessments: a test of student performance and attitudes (2010)
Journal Article
Huxham, M., Campbell, F., & Westwood, J. (2012). Oral versus written assessments: a test of student performance and attitudes. Assessment and Evaluation in Higher Education, 37(1), 125-136. https://doi.org/10.1080/02602938.2010.515012

Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into... Read More about Oral versus written assessments: a test of student performance and attitudes.

Innovative assessment across the disciplines An analytical review of the literature. (2007)
Report
Hounsell, D., Falchikov, N., Hounsell, J., Klampfleitner, M., Huxham, M., Thomson, K., & Blair, S. (2007). Innovative assessment across the disciplines An analytical review of the literature. York: The Higher Education Academy

In universities, where the choice of methods of assessment is devolved, such methods can differ by subject area, by course and by institution. Yet while devolution offers scope to reconfigure assessment approaches, there may be correspondingly greate... Read More about Innovative assessment across the disciplines An analytical review of the literature..

Extended induction tutorials for ‘at risk’ students (2006)
Report
Huxham, M. (2006). Extended induction tutorials for ‘at risk’ students. Ulster: The STAR (Student Transition and Retention) Project

Biology students at risk are identified through the completion of a
diagnostic test, which is based on the characteristics of early leavers.
Those students identified as being at risk are offered the opportunity
to attend a series of tutorials... Read More about Extended induction tutorials for ‘at risk’ students.

Factors influencing primary school children's knowledge of wildlife (2006)
Journal Article
Huxham, M., Welsh, A., Berry, A., & Templeton, S. (2006). Factors influencing primary school children's knowledge of wildlife. Journal of Biological Education, 41(1), 9-12. https://doi.org/10.1080/00219266.2006.9656050

We examined the wildlife knowledge of primary (aged 4-12) schoolchildren. In particular, we examined the effects of children’s age and gender, and the taxonomy and origin (indigenous versus exotic) of wildlife, on the degree of knowledge about differ... Read More about Factors influencing primary school children's knowledge of wildlife.

Learning in lectures: Do ‘interactive windows’ help? (2005)
Journal Article
Huxham, M. (2005). Learning in lectures: Do ‘interactive windows’ help?. Active learning in higher education, 6(1), 17-31. https://doi.org/10.1177/1469787405049943

Many educational development resources recommend
making conventional lectures more interactive. However, there is little
firm evidence supporting either the acceptability (to students) or
efficacy of doing so. This research examined the use of sho... Read More about Learning in lectures: Do ‘interactive windows’ help?.