Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education-Reference-Cited by-同舟云学术

Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education

Published:2019-01-01 Issue:1 Volume:4 Page:385-405
ISSN:2375-2696
Container-title:Higher Education Pedagogies
language:en
Short-container-title:Higher Education Pedagogies

Author:

Deeley Susan J.¹,Fischbacher-Smith Moira²,Karadzhov Dimitar³^ORCID,Koristashevskaya Elina⁴

Affiliation:

1. School of Social and Political Sciences, University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland

2. Adam Smith Business School, University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland

3. Institute of Health & Wellbeing, University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland

4. Learning Enhancement & Academic Development Service, University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/23752696.2019.1644659

Reference58 articles.

1. The mythology of feedback

2. Researching feedback dialogue: an interactional analysis approach

3. Deeley, S.J. (2014). Summative co-assessment: a deep learning approach to enhancing employability skills and attributes, Active Learning in Higher Education 15(1), 39–51. http://alh.sagepub.com/content/15/1/39.

4. Deeley, S.J. (2015). Critical Perspectives on Service-Learning in Higher Education Basingstoke: Palgrave Macmillan.

5. Deeley, S.J. and Bovill, C. (2017) Staff student partnership in assessment: Enhancing assessment literacy through democratic practices, Assessment & Evaluation in Higher Education 42(3), 463-477 doi: 10.1080/02602938.2015.1126551.

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