• Home
  • Login
  • Welcome to the Staff Intranet

More ideas, references and recommended reading 


More ideas


The majority of ideas in this guide come from Bloxham & Boyd (2007), Falchikov & Boud (2007), and section 3 of Carless, Joughin, & Liu (2006). Those with the ability to make structural changes sooner might also benefit from Carless (2015). Please also add your own ideas or comments to the collaborative Google Docs version of this guide.


References and recommended reading


Bloxham, S., & Boyd, P. (2007). Developing assessment in higher education: A practical guide. Maidenhead: Open University Press
[Available from library]


Boud, D. (2010). Student assessment for learning in and after courses. Sydney: Australia Learning and Teaching Council
[Available online at http://ejournal.narotama.ac.id/files/Student%20Assessment%20for%20Learning%20In%20and%20After%20Courses.pdf]


Carless, D. (2015). Excellence in University Assessment: Learning from Award-winning Practice. London: Routledge
Currently on order from library


Carless, D., Joughin, G., & Liu, N. (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press
[Available from library]


Falchikov, N., & Boud, D. (2007). Rethinking assessment in higher education: learning for the longer term. London: Routledge
[Available from library]


Hounsell, D. (2003). Student feedback, learning and development. In: M. Slowey and D. Watson [eds.], Higher Education and the Lifecourse. Berkshire: OUP and SRHE. Pp.67-78
[Available to purchase from https://www.amazon.co.uk/Higher-Education-Lifecourse-Maria-Slowey/dp/0335213774]


Langan, A., Dunleavy, P., & Fielding, A. (2013). Applying Models to National Surveys of Undergraduate Science Students: What Affects Ratings of Satisfaction? Education Sciences, 3(2), pp.193-207
[Available online at http://www.mdpi.com/2227-7102/3/2/193/htm]


Orr, S. (2010). We kind of try to merge our own experience with the objectivity of the criteria: The role of connoisseurship and tacit practice in undergraduate fine art assessment. Art, Design & Communication in Higher Education, 9(1), pp.5-19
[Available from library]


Race, P. (2014). Making learning happen: A guide for post-compulsory education. London: Sage
[Available from library]


Sykes, A., Morrison, D., & Gray, J. (2015). Half as Much but Twice as Good: LEAF and New Directions in Assessment and Feedback. Presented at University of Glasgow Learning and Teaching Conference, April 14th
[Available online at http://eprints.gla.ac.uk/108001/]


 << back to Introduction