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Refinado por: assunto: Formative Evaluation remover assunto: Higher Education remover
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Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models
Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models
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Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models

Nieminen, Juuso Henrik ; Asikainen, Henna ; Rämö, Johanna

Studies in higher education (Dorchester-on-Thames), 2021-07, Vol.46 (7), p.1296-1311 [Periódico revisado por pares]

Abingdon: Routledge

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2
Does the use of summative peer assessment in collaborative group work inhibit good judgement?
Does the use of summative peer assessment in collaborative group work inhibit good judgement?
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Does the use of summative peer assessment in collaborative group work inhibit good judgement?

Sridharan, Bhavani ; Tai, Joanna ; Boud, David

Higher education, 2019-05, Vol.77 (5), p.853-870 [Periódico revisado por pares]

Dordrecht: Springer

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3
Assessment for learning in a Confucian-influenced culture: beyond the summative/formative binary
Assessment for learning in a Confucian-influenced culture: beyond the summative/formative binary
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Assessment for learning in a Confucian-influenced culture: beyond the summative/formative binary

Chong, Doris Yin Kei ; McArthur, Jan

Teaching in higher education, 2023-08, Vol.28 (6), p.1395-1411 [Periódico revisado por pares]

Abingdon: Routledge

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4
'Formative good, summative bad?' - A review of the dichotomy in assessment literature
'Formative good, summative bad?' - A review of the dichotomy in assessment literature
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'Formative good, summative bad?' - A review of the dichotomy in assessment literature

Lau, Alice Man Sze

Journal of further and higher education, 2016-07, Vol.40 (4), p.509-525 [Periódico revisado por pares]

Abingdon: Routledge

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5
Beliefs and understandings of assessment theories and terminologies by university lecturers
Beliefs and understandings of assessment theories and terminologies by university lecturers
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Beliefs and understandings of assessment theories and terminologies by university lecturers

Taras, Maddalena ; Molina, Irma ; Gallardo, Katherina ; Morales-Piñero, Juan Carlos

London review of education, 2023-01, Vol.21 (1) [Periódico revisado por pares]

UCL Press

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6
Online Assessment in Higher Education: A Systematic Review
Online Assessment in Higher Education: A Systematic Review
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Online Assessment in Higher Education: A Systematic Review

Heil, Joana ; Ifenthaler, Dirk

Online learning (Newburyport, Mass.), 2023-03, Vol.27 (1), p.187 [Periódico revisado por pares]

Online Learning Consortium

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7
Developing a national understanding of assessment and feedback in Irish higher education
Developing a national understanding of assessment and feedback in Irish higher education
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Developing a national understanding of assessment and feedback in Irish higher education

O'Neill, Geraldine ; McEvoy, Eileen ; Maguire, Terry

Irish educational studies, 2020-10, Vol.39 (4), p.495-510 [Periódico revisado por pares]

Dublin: Routledge

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8
Learners’ Perceptions of Assessment Strategies in Higher Education
Learners’ Perceptions of Assessment Strategies in Higher Education
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Learners’ Perceptions of Assessment Strategies in Higher Education

Basera, Clay Hutama

Journal of Education and e-Learning Research, 2019, Vol.6 (2), p.76-81

Sem texto completo

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9
Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement
Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement
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Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

Mahshanian, Amir ; Shoghi, Reihane ; Bahrami, Mohammad

Journal of language teaching and research, 2019-09, Vol.10 (5), p.1055-1066 [Periódico revisado por pares]

London: Academy Publication Co., Ltd

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10
The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance
The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance
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The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance

Jhangiani, Rajiv S.

Teaching of psychology, 2016-07, Vol.43 (3), p.180-186 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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