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From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature
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The need to disentangle assessment and feedback in higher education
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Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback.
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Researching feedback dialogue: an interactional analysis approach
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The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
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In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2015)
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Does student engagement in self-assessment calibrate their judgement over time?
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Does student engagement in self-assessment calibrate their judgement over time?
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In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2013)
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8 |
Assessment might dictate the curriculum, but what dictates assessment?
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In: Faculty of Social Sciences - Papers (2013)
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