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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 81 – 96 of 96 81 From Values to Vocation: Designing and delivering Primary PG Masters Modules at St Mary’s University College Glackin, Maureen; James, Maria. - : The Higher Education Academy, 2009 BASE Show details 82 Assessment for learning: pushing the boundaries of computer-based assessment Jordan, Sally. - : University of Cumbria, 2009 BASE Show details 83 Mark my words: an analysis of HE lecturers’ essay marking approaches Bloxham, Susan; Boyd, Pete; Orr, Susan. - 2009 BASE Show details 84 “I already know how I feel about this”: using assessment to encourage criticality Hurford, Donna; Read, Andrew. - : UK Teacher Education Network for Education Sustainable Development/Global Citizenship, 2009 BASE Show details 85 Investigating the mysteries of marking: the implications of staff marking practices for academic development Bloxham, Susan; Boyd, Pete; Ashworth, Mary. - 2009 BASE Show details 86 Fast and effective feedback: are model answers the answer? Huxham, Mark. - : Routledge, 2007 Abstract: Feedback to students is essential for effective learning, but there is little empirical information on what kind of feedback is best. This study compares student responses and performance after receiving two types of feedback, that provided by model answers and that provided by personal comments. In 2004 and 2005, a total of 183 students in first and honours years biology courses were provided with both types of feedback, and their perceptions and preferences were explored using a questionnaire. The examination marks of 155 students were analysed, comparing scores in questions relating to personal and model feedback given earlier in the course. Questionnaire results showed that a majority of students wanted both kinds of feedback, but that there was a preference for personal over model feedback. However, there were highly significant differences between the mean marks achieved in examinations, with students performing better in model answer questions in both 2004 and 2005. These results suggest that the best approach might be a hybrid one, drawing on the strengths of both kinds of feedback. Keyword: 378 Higher education; 607 Education; Animal and Plant Science Research Group; Education; Effective learning; Information Society; LB2300 Higher Education; research & related topics; Students URL: http://researchrepository.napier.ac.uk/Output/451081 https://doi.org/10.1080/02602930601116946 BASE Hide details 87 Feedback: the student perspective Brown, James. - : Routledge, 2007 BASE Show details 88 Supporting diverse students : developing learner autonomy via assessment Sambell, Kay; McDowell, Liz; Sambell, Alistair. - : Routledge, 2006 BASE Show details 89 Die Neustrukturierung von Studiengängen "Deutsch als Fremdsprache" ; Probleme und Perspektiven Casper-Hehne, Hiltraud; Koreik, Uwe; Middeke, Annegret. - : Universitätsverlag Göttingen, 2006 BASE Show details 90 Sink or swim? Using assessment criteria to help students reach their potential Chapman, Amanda. - : University of Salford, 2006 BASE Show details 91 Enhancing the higher education experience of mature students Chapman, Amanda; Parmar, Deeba; Trotter, Elaine. - 2006 BASE Show details 92 New connections, old exclusions? Language, power and ICTs'. Caddell, Martha; Hall, P A V. - 2005 BASE Show details 93 Assessing confidence in the Chinese learner. Bruce, Stephen Derek. - 2004 BASE Show details 94 Fitness for purpose in the assessment of learning: students as stakeholders Mcdowell, Liz; Sambell, Kay. - : Routledge, 1999 BASE Show details 95 The Construction of the Hidden Curriculum: messages and meanings in the assessment of student learning Sambell, Kay; McDowell, Liz. - : Routledge, 1998 BASE Show details 96 Assessment and the Expanded Text: students' perceptions of the changing English curriculum Sambell, K; Johnson, R. - 1998 BASE Show details Page: 1 2 3 4 5

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