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Kay Sambell's full publications list


Books

Sambell, K., Brown, S. and Graham, L. (2017) Professionalism in Practice: New Directions in Learning, Teaching and Assessment in Higher Education. London; Palgrave.

 

Sambell, K., McDowell, L. & Montgomery, C. (2013) Assessment for Learning in Higher Education. London: Routledge.

 

Sambell, K., Gibson, M. and Miller, S. (2010) Studying Childhood and Early Childhood; a guide for students. (2nd Edn.) London: Sage.

 

Sambell, K., Miller, S. and Gibson, M. (2005) Studying Childhood and Early Childhood; a guide for students. London: Sage.

 

Miller, S., & Sambell, K. (2003) Contemporary Issues in Childhood: approaches and teaching and learning. Newcastle; Northumbria University Press.

 

Journal Papers and Book Chapters

 

Sambell, K. (2016) Assessment and feedback in higher education: considerable room for improvement? Student Engagement in Higher Education Journal, 1 (1)

 

Gibson, M., Nabiznadeh, G. and Sambell, K. (2014) Watch This Space: Childhood, Picturebooks and Comics. Journal of Graphic Novels and Comics Vol. 5 (3), 241-379.

 

Sambell, K. & Graham, L. (2014) Engaging Experienced Students as Academic Mentors in Support of the First Year Experience: The Epistemic Apprenticeship Project. In Bryson, C. (ed.) Understanding and Developing Student Engagement. London: Routledge. 203-217.

 

McDowell, L. & Sambell, K. (2014) Assessment for Learning Environments: a student-centred perspective. Advances and Innovations in University Assessment and Feedback. Eds. Carolin Kreber, Charles Anderson, Noel Entwistle, and Jan McArthur. Edinburgh University Press. 56-74.

 

Sambell, K. (2013) ‘Involving students in the scholarship of assessment: student voices on the feedback ‘agenda for change.’ In Merry, S., Price, M., Carless, D., & Taras, M. (Eds.) Reconceptualising feedback in higher education. London: Routledge. 80-91.

 

Sambell, K. (2013) ‘Engaging students through assessment,’ in Dunne, E. and Owen, D. (ed.s) The Student Engagement Handbook: Practice in Higher Education. Bingley: Emerald. 379-396.

 

Sambell, K. (2013) ‘Beyond face value: playing the game with Sara’s Face.’ In Waller, A. (ed.) Melvin Burgess: New Casebook series. London: Palgrave Macmillan.

 

Sambell, K. (2013) “Here’s looking at you, kid.’’ From Big Brother to Big Brother: teenagers under surveillance. In Kennon, P. & Ni Bhroin, C (eds.) What Do We Tell the Children? Dublin: Irish Society for Research in Children’s Literature.

 

Sambell, K. (2012) ‘This was really different!' Alternative perspectives on the student experience of assessment: alienation and engagement. In Solomonides, I., Reid, A., Petocz, P. (eds.) Engaging with Learning in Higher Education, Libri.

 

Sambell, K. & Graham, L. (2011) Towards an Assessment Partnership Model? Students’ experiences of being engaged as partners in Assessment for Learning (AfL) enhancement activity. In Little, S. (ed.) Beyond Consultation: Developing Staff-Student Partnerships in Learning and Teaching Development and Research. Continuum. 31-47.

 

Sambell, K. (2010) Enquiry-Based Learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education. 4 (1). 52-61.

 

Sambell, K. & Gibson. M. (2009) The medium became the message: the MEDAL project as learning space. In Hodgson, L & Segal R (eds) FDTL Voices: Drawing from learning & teaching projects.100-107. York: Higher Education Academy.

 

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 Potter, J. & Hampton, D. (eds.) Students Supporting Students. SEDA Special 26. London: SEDA. 15-18.

 

McDowell , L., Smailes, J., Sambell, K., Sambell, A., Wakelin, D. ‘Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all?’ Innovations in Education and Teaching International, Volume 45, Issue 2 May 2008, 143–153.

 

Sambell, K. (2008) ‘Dire consequences? The development of futuristic fiction as a genre for young readers.’ In Hornby, S and Glass, B (eds) Reader Development in Practice Bringing Literature to Readers. London: Facet.

 

Sambell, K., McDowell, L. & Sambell, A. ‘Supporting Diverse Students.’ In Bryan, C & Clegg, K. (eds) Innovative Assessment in HE. Routledge, 2006.

 

Sambell, K. ‘Questioning contemporary views of children and childhood in crisis: Burgess's Bloodtide as a fantasy of the monstrous.’ In Moody, N. & Horrocks, C. (eds.) Children's Fantasy Fiction: debates for the twenty-first century. Liverpool John Moores Univ. Press, (2005) 39-55.

 

Sambell, K. and 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.

 

Sambell, K. ‘Carnivalising the future: a new approach to theorising childhood and adulthood in science fiction for young readers.’ The Lion & the Unicorn, 28 (2), 2004, pp.247- 267.

 

Sambell, K. ' Perspectives on the Meanings of Childhood in Near-Future Fantasies Produced for Young People. Foundation: The International Review of Science Fiction. 88 (2), 2003, pp.33-44.

 

Sambell, K. 'Presenting the case for social change: the creative dilemma of writing dystopian fiction for young readers'. In Hintz, C. & Ostry, E. (Eds.) Utopian and Dystopian Fiction for Children and Youth, New York: Routledge, 2003, pp.163-178.

 

Hintz, C., Sambell, K., Tortaro, R., & Ostry, E. Annotated bibliography of utopian and dystopian children's fiction. In Hintz, C. & Ostry, E. (eds.) Utopian and Dystopian Fiction for Children and Youth. New York & London: Routledge, 2003, pp196-234.

 

Miller, S., Sambell, K., ‘What do parents feel they need? Implications of parents' perspectives for the facilitation of parenting programmes. Children and Society ‘ 17 (1), January 2003: 32-44.

 

Sambell, K., Miller, S. & Hodgson, S. (2002) ‘Let’s get the assessment to drive the learning!’ In Schwartz, P. & Webb, G. (Eds.) Assessment: Case Studies, Experience and Practice from Higher Education, London: Kogan Page.

 

McDowell, L. & Sambell, K. ‘Fitness for Purpose in the Assessment of Student Learning: students as stakeholders’. Quality in Higher Education 5 (2) 1999, pp.107-123.

 

McDowell, L. & Sambell, K. (1998) The experience of innovative assessment: student perspectives. In Brown, S. & Glasner, A. (Eds.) Assessment Matters in Higher Education. SRHE/Open University Press.

 

Sambell, K., McDowell, L. ‘The construction of the hidden curriculum: messages and meanings in the assessment of student learning.’ Assessment and Evaluation in Higher Education 23 (4) 1998 pp391-402.

 

Johnson, R. & Sambell, K. ‘Damn the Dean and His Funnel!’ Assessment and the Expanded Text in Higher Education. The Use of English, 49 (3) 1998 pp238-247.

 

Sambell, K., McDowell, L. & Brown, S. ‘‘But is it fair?’: an exploratory study of student perceptions of the consequential validity of assessment’. Studies in Educational Evaluation, 23 (4) 1997.

 

Sambell, K. ‘Re-evaluating the feminine: Peter Dickinson’s A Bone from a Dry Sea’. The Use of English, 47 (1) 1995. pp32-41.

 

Papers Published in Refereed Conference Proceedings

 

Sambell, K. (2015) Real time feedback in large classes. In Fernandez, N., Talledo, I.S. and Ruiz, E. (Eds.) Proceedings of Ninth International Congress on Formative and Shared Assessment in Higher Education, Universidad Cantabria, 1505-1515.

 

McDowell, L., Sambell, K. & Davison, G. (2009) ‘Assessment for Learning: a brief history and review of terminology.’ In Rust, C. (ed.). Improving Student Learning Through the Curriculum. Proceedings of the 2008 16th International Improving Student Learning Symposium. Oxford: Oxford Centre for Staff and Learning Development, 56-64.

 

McDowell, L. & Sambell, K. (2006) ‘Assessment for Learning: developing autonomous learners in Childhood Studies’ in Rust (ed) Improving Student Learning through assessment Oxford: Oxford Centre for Staff and Learning Development.

 

McDowell, L. and Sambell, K. (2005) Negotiating academic assignments: the experiences of widening participation and traditional students. Improving Student Learning Through the Disciplines. Oxford: OCSLD.

 

McDowell, L. and Sambell, K. (2004) The experiences of widening participation and traditional students. In Rust, C (ed) Improving Student Learning. Oxford, OCSLD.

 

McDowell, L., Sambell, K. & Marples, G. ‘Learning from virtual experience: experiential learning mediated by information and communication technologies’. In Rust, C. (Ed) Improving Student Learning Strategically, OCSLD, 2001. 337-347.

 

Johnson, R. & Sambell, K. (2000) ‘Assessment strategies to encourage partnership: students’ perspectives of the value of self and peer assessment in the development of written communication’. Writing Development in Higher Education: Partnerships across the Curriculum, University of Leicester.

 

Sambell, K. & Johnson, R. (1998) Improving students’ understanding of learning outcomes in English Studies. In Rust, C. Improving Students’ Learning Outcomes, OCSLD.479-487.

 

Sambell, K. & McDowell, L. (1999) ‘Integrating assessment and learning via problem-based learning in electronic engineering: student perspectives’. In What Have they Learned? Assessment of Student Learning in Higher Education. Procedings of SEFI working group on curriculum development seminar. Rommpleman, O. & Daubt, J. (Eds.) Brussels: SEFI Document No. 3. pp97-107.

 

Sambell, K. and Johnson, R. (1998) ‘Assessment and the Expanded Text: students' perceptions of the changing English curriculum.’ SRHE/ Lancaster University: Proceedings of the Higher Education Close Up Conference, 6-8 July 1998 at University of Central Lancashire, Preston.

 

Sambell, K., McDowell, L. ‘The value of self and peer assessment to the developing lifelong learner’. In Gibbs, G (ed.) Improving Students as Learners, OCSLD, 1997. pp46-56.

 

Pedagogic Practice Guides and CPD Resources

 

Sambell, K. ‘Informal Feedback’ (2015) WISE Assessment Forum, Centre for the Enhancement of Teaching and learning, University of Hong Kong (HKU).

 

Sambell, K. (2012) Developing and using student-authored publications to increase staff and student awareness of the principles of assessment for learning. In Morgan, M. (ed.) Supporting Student Diversity In Higher Education: A practical guide. London: Routledge.

 

Sambell, K. (2011) Rethinking Feedback: An Assessment for Learning Perspective. Bristol: HEA/ ESCalate.

 

Sambell, K. (2010) Studying Childhood: Becoming an active learner. Nursery World 23 Sept. 2010

 

Sambell, K. (2010) Studying Childhood: Reading, writing and producing assignments, Nursery World, 28 Oct. 2010

 

Sambell, K. (2010) Studying Childhood: Studying the real world: visits, observations, placements and dissertations, Nursery World, 26 Nov 2010

 

McDowell, L., Sambell, K., Bazin, V., Penlington, R., Smailes, J., Wakelin, D. and Wickes H. (2005) Assessment for Learning: current practice exemplars from the Centre for Excellence in Teaching & Learning. UNN: Red Guide, Series 11, Paper 17.

 

McDowell, L., Sambell, K., Sambell, A., Smailes, J., Wakelin, D. (2005) Developing assessment strategies to enhance student learning: supporting evidence-based practice through collaboration, UNN: Recap Series, Paper 12

 

Sambell, K. (2009) Using Enquiry-Based Learning to support Research Informed Teaching in the first-year experience. Newcastle: Northumbria University. Red Guide series, Paper 59.

 

Sambell, K. (2009) Seeing the Signs: involving students as researchers across the disciplines via a research-based teaching framework. Newcastle: Northumbria University. Red Guide series, Paper 60.

 

Sambell, K. & Graham, L. (2009) Rethinking feedback: an assessment for learning perspective. HE Focus Quarterly Journal, 1 (1), 2, 2009. National Union of Students.

 

Beven, P. and Sambell, K. (2008) Student peer mentoring: an AfL perspective. Red Guide, Paper 51.

 

Davis, S., Smith, B. and Sambell, K. (2007) Can we ever improve feedback without additional resources? York: HEA Assessment Perspectives.

 

Sambell, K., Gibson, M. and Montgomery, C. (2007) Rethinking feedback: an assessment for learning perspective. Northumbria University, Red Guide, Paper 34.

 

McDowell, L., Sambell, K., Sambell, A., Smailes, J. and Wakelin, D. (2005) Developing assessment strategies to enhance student learning: supporting evidence-based practice through collaboration, UNN: Recap Series, Paper12.

 

Sambell, K. (with the Assessment & the Expanded Text consortium) (2000) Towards a Productive Assessment Practice; staff development guides, Northumbria University.

 

Sambell, K., Sambell, A. & Sexton, G. (1999) Using computer-aided assessment In McDowell, L. (Ed) Using Information Technology in Teaching, Learning & Assessment Marcet, UNN: Red Guide.

 

Sambell, K., Sambell, A. & Sexton, G. (1999) ‘Student Perceptions of the Learning Benefits of Computer-assisted Assessment: a case study in Electronic Engineering.’ In Brown, S., Bull, J. & Race, P. (eds.) Using Computers in Assessment. Kogan Page, 179-191.

 

Brown, S., Sambell, K. & McDowell, L. (1998)‘What do students think about assessment?’ In Brown, S. (Ed.) Peer Assessment in Practice SEDA paper 102. Birmingham, SEDA, 107-112.

 

Sample of Conference Papers 

 

Reimann, N., Sambell, K., Sadler, I. and Graham, L. Feedforward: Higher Education Teachers’ Practices and Conceptualisations of An Emerging Concept, EARLI Assessment SIG: Munich, 24-26 August 2016.

 

Reimann, N., Sadler, I. and Sambell, K. Feedforward in Higher Education: conceptualisations and practices. Higher Education Conference, Amsterdam, July 16th 2016.

 

Brown, S. and Sambell, K. (2016) Changing practice on feedback at an institutional level. Paper to Transforming Assessment at Institutional Level, Assessment in HE seminar, Manchester, 30th June 2016. (Also selected as one of three papers from the conference to feature in a recorded webinar discussion as part of the Australian Transforming Assessment series, http://transformingassessment.com/events.php).

 

Brown, S. and Sambell, K. “But how do I know what you really want us to do?”: using readily-accessible exemplars to develop assessment literacy and competence. SEDA Spring conference, Edinburgh 12-13 May 2016.

 

Reimann, N., Sadler, I., Sambell, K. and Graham, L. Establishing the foundations for independent learning through feedforward? Improving University Teaching, Durham, July 13th 2016.

 

Sambell, K. and Graham, L. ‘It gives you a wake-up call to know what you need to work on!’ Students’ views of the value of pre-assessment workshops as aids to transition into studying in higher education. European First Year Experience Conference, Ghent, Belgium, 4-6 April 2016.

 

Sambell, K. Real Time feedback in large classes. IX International Congress On Formative and Shared Assessment in Higher Education: Emerging trends in assessment, Santander, Spain 17-19th September 2015.

 

Gibson, M. and Sambell, K. The Excelsior Award. Disrupting professional notions of childhood, reading and gender. International Society for Research in Children’s Literature (IRSCL) 22nd Biennial Congress, Worcester, 8-12th August 2015.

 

Sambell, K. Using exemplars to develop assessment literacy: what do students learn to notice in pre-assessment workshops? 5th International conference on Higher Education Assessment, Birmingham, June 2015.

 

Gibson, M and Sambell, K. Disrupting professional notions about constructions of childhood, reading and gender. Child and the Book conference, Alveiro, Portugal April 2015.

 

Sambell, K. and Graham, L. Working together to develop first years’ Feedback Know How. European First Year Experience annual conference, Nottingham Trent University, June 9-11th 2015.

 

Sambell, K. and Graham, L. Developing feedback know-how. Engaging students with feedback literacy. Staff and Educational Development Association (SEDA) Annual Spring conference ‘Engaging students: engaging staff.’ 15-16 May 2014, Newcastle.

 

Sambell, K. Focus on feedback. Higher Education Academy Annual conference Aston University, July 2-3 2014.

 

Sambell, K. and Graham, L. Creating staff-student partnerships to help develop first years’ pedagogic and assessment literacy: the Epistemic Apprenticeship project. Three Rivers L&T conference, Newcastle Univ., 2013.

 

Sambell, K., Montgomery, C. and Graham, L. Developing assessment literacy: students’ experiences of working with exemplars to improve their approaches to assignment writing, Assessment in Higher Education conference, Maple House, Birmingham, June 26th 2013.