« Previous
Next »
Nurse Education in Practice
Volume 10, Issue 4
, Pages 205-209
, July 2010
Academic staff perspectives of formative assessment in nurse education
References
- . Assessment and classroom learning. Assessment in Education. 1998;5(1):7–73
- Bone, A., 2006. The impact of formative assessment on student learning. UKCLE Project, HE Academy. University of Warwick, Coventry. Available from: <http://www.ukcle.ac.uk/research/projects/UKCLEreport%2020.12.6_final%20edit.doc> (accessed 02.07.07).
- . Assessment and learning: contradictory or complementary?. In: Knight P editors. Assessment for Learning in Higher Education. London: Kogan Page; 1995;p. 35–48
- . Learning From and With Each Other. London: Kogan Page; 2001;
- Brown, S., 2004–2005. Assessment for learning. Learning and teaching in higher education (1). Available from: <http://resources.glos.ac.uk/shareddata/dms/2AD985CFBCD42A0395408D74EBF8D6F5.pdf#page=83> (accessed 03.07.09).
- . Comments on essays: do students understand what tutors write?. Teaching in Higher Education. 2000;5(1):95–105
- Clegg, K., 2004. Playing safe: learning and teaching in undergraduate law. UK Centre for Legal Education, Warwick University. Available from: <http://www.ukcle.ac.uk/reserach/ncle.html> (accessed 08.08. 07).
- . Psychological research as the phenomenologist views it. In: Valle R, King M editor. Existential Phenomenological Alternatives for Psychology. Oxford: Oxford University Press; 1978;p. 48–71
- . Facilitating learning from formative feedback in level 3 assessment. Assessment and Evaluation in Higher Education. 2000;25(3):279–291
- . An exploration of student nurses’ experiences of formative assessment. Nurse Education Today. 2009;29(6):654–659
- . Self and peer assessment – does it make a difference to student group work?. Nurse Education in Practice. 2005;5:40–48
- Heritage, M., 2007. Formative Assessment: What do teachers need to know and do? Phi Delta Kappan 89 (2), 140-145. Available from: <http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ719328&ERICExtSearch_SearchType_0=no&accno=EJ719328> (accessed 18 Nov 2007).
- Higgins, R., Hartley, P., Skelton, A., 2001. Getting the message across: the problem of communicating assessment feedback. Teaching in higher education 6 (2), 269–274. Available from: <http://dandini.ingentaselect.com/vl=10637591/cl=34/nw=1/rpsv/~714/v6n2/s9/> (accessed 01.06.07).
- Hodgson, J., Bermingham, V., 2004. Feedback on assessment: can a better student experience be achieved by working smarter rather than working harder? UK Centre for Legal Education, Warwick University. Available from: <www.ukcle.ac.uk/reserach/hodgson.html> (accessed 09.07).
- . ‘Yes, a very good point!’: a critical genre analysis of a corpus of feedback commentaries on Master of Education assignments. Teaching in Higher Education. 2005;10(3):339–353
- . An interpretative research process: revisiting phenomenological and hermeneutical approaches. Nurse Research. 1999;6(3):20–34
- . Assessment for learning: the differing perceptions of tutors and students. Assessment and Evaluation in Higher Education. 2001;26(4):307–318
- . Peer assessment: a missing link between teaching and learning? A review of the literature. Nurse Education Today. 2001;21(7):507–515
- . Nursing Research: The Application of Qualitative Approaches. London: Chapman & Hall; 1996;
- . Building teacher capacity in classroom assessment to improve student learning. International Journal of Educational Policy, Research & Practice. 2004;4(4):25–48
- Nicol, D., Macfarlane-Dick, D., 2004. Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback. Available from: <http://www.heacademy.ac.uk/assessment/ASS051D_SENLEF_model.doc> (accessed 28.10. 07).
- Quality Assurance Agency for Higher Education, 2006. Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, second ed. QAA, Gloucester. Available from: <http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section6/#p3> (accessed 29.05.07).
- . Learning to Teach in Higher Education. second ed.. London: Routledge; 2003;
- . Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education. 2003;28(2):147–164
- . A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment and Evaluation in Higher Education. 2005;30(3):231–240
- . Formative assessment: revisiting the territory. Assessment in education: principles. Policy and Practice. 1998;5(1):77–85
- . Identifying academics’ orientations to assessment practice. Higher Education. 2002;43(2):173–201
- . Assessment and learning in post-registration nurse education. Nursing Standard. 2000;14(18):38–41
- . Training teachers in peer-assessment skills: effects on performance and perceptions. Innovations in Education & Teaching International. 2004;41(1):60–78
- . Engaging with peer assessment in post-registration nurse education. Nurse Education in Practice. 2007;7(2):75–81
- . Lecturer and first year student (mis)understandings of assessment task verbs: “mind the gap”. Teaching in Higher Education. 2005;10:157–173
- . Improving the retention of students from lower socio-economic groups. Journal of Higher Education Policy and Management. 2003;25(1):63–74
PII: S1471-5953(09)00149-8
doi: 10.1016/j.nepr.2009.08.007
© 2009 Elsevier Ltd. All rights reserved.
« Previous
Next »
Nurse Education in Practice
Volume 10, Issue 4
, Pages 205-209
, July 2010
