Co-designing assessment tasks with students in tertiary education: a scoping review of the literature-Reference-Cited by-同舟云学术

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Co-designing assessment tasks with students in tertiary education: a scoping review of the literature

Published:2024-07-15 Issue: Volume: Page:1-20
ISSN:0260-2938
Container-title:Assessment & Evaluation in Higher Education
language:en
Short-container-title:Assessment & Evaluation in Higher Education

Author:

Smith Abigail¹²,McConnell Lucy¹²,Iyer Priya¹²,Allman-Farinelli Margaret¹²^ORCID,Chen Juliana¹²^ORCID

Affiliation:

1. Discipline of Nutrition and Dietetics, Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia

2. Charles Perkins Centre, The University of Sydney, Camperdown, Australia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02602938.2024.2376648

Reference92 articles.

1. The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships

2. Faculty-Student Partnerships in Assessment;Abdelmalak M. M. M.;International Journal of Teaching and Learning in Higher Education,2016

3. Aidan, A. J. 2020. “Students’ co-Ownership of Summative Assessment Marking Criteria towards a More Democratic Assessment in Higher Education.” In Transforming Curriculum Through Teacher-Learner Partnerships, 199–223. Hersey PA: IGI Global.

4. Engaging Students with Assessment and Feedback: Improving Assessment for Learning with Students as Partners;Andrews M.;Practitioner Research in Higher Education,2018

5. Aromataris E. and Z. Munn. 2020. "JBI Manual for Evidence Synthesis." JBI. https://synthesismanual.jbi.global.

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