1 |
A more than casual approach: an argument for a team approach to assessment and rubric design
|
|
|
|
BASE
|
|
Show details
|
|
2 |
(Un)becoming academics: Stripping down and laying bare, to story spaces of hope
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Collaborative writing ‘betwixt and between’ sits jaggedly against traditional regimes of authorship
|
|
|
|
BASE
|
|
Show details
|
|
4 |
An emotional, physical and humanistic response to performed data
|
|
Crimmins, G. - : Australian Association of Writing Programs, 2017
|
|
BASE
|
|
Show details
|
|
5 |
A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
|
|
|
|
BASE
|
|
Show details
|
|
6 |
If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety?
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Speaking with others involves placing ourselves explicitly as authors in the research text
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The impact of First Feedback Face-to face (FFF) on first year students’ meanings, perceptions and attitudes towards assessment feedback
|
|
|
|
BASE
|
|
Show details
|
|
10 |
First feedback face-to-face: Connecting students to tutors to create a learning partnership
|
|
|
|
BASE
|
|
Show details
|
|
|
|