hannahwhaley's library 179 articles Export

	The role of reference librarians in institutional repositories [My Copy] Reference Services Review, Vol. 33, No. 3. (March 2005), pp. 259-267. by Charles W. Jr posted to repository library by hannahwhaley on 2009-11-14 23:08:21 as along with 2 people SianB00 ghthompson
	Authentic assessment – By Valerie J Janesick [My Copy] British Journal of Educational Technology, Vol. 39, No. 5. (September 2008), pp. 957-958. by Lewis Elton posted to authenticity by hannahwhaley on 2009-11-14 11:54:22 as
	Mark Distributions and Marking Practices in UK Higher Education: Some Challenging Issues [My Copy] Active Learning in Higher Education, Vol. 1, No. 1. (1 July 2000), pp. 7-27. by Mantz Yorke, Paul Bridges, Harvey Woolf posted to context authenticity by hannahwhaley on 2009-11-12 15:51:46 as
	The importance of establishing relevance in motivating student learning [My Copy] Active Learning in Higher Education, Vol. 9, No. 3. (1 November 2008), pp. 249-263. by David Kember, Amber Ho, Celina Hong posted to context authenticity by hannahwhaley on 2009-11-12 15:40:42 as along with 1 person ssouth22
	Towards a scholarship of assessment [My Copy] Assessment & Evaluation in Higher Education, Vol. 32, No. 2. (2007), pp. 229-237. by Chris Rust posted to formative context by hannahwhaley on 2009-11-12 13:20:55 as
	A new framework for grading [My Copy] Assessment & Evaluation in Higher Education, Vol. 32, No. 4. (2007), pp. 495-511. by Kris H. Green, Allen Emerson posted to theory grading formative by hannahwhaley on 2009-11-12 13:18:27 as
	Assessment as a vehicle for learning: extending collaboration into testing [My Copy] Assessment & Evaluation in Higher Education, Vol. 33, No. 2. (2008), pp. 103-117. by Erica J. Sainsbury, Richard A. Walker posted to groups formative by hannahwhaley on 2009-11-12 13:15:54 as
	Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject [My Copy] Assessment & Evaluation in Higher Education (2009) by Graham D. Hendry, Nikki Bromberger, Susan Armstrong posted to theory formative by hannahwhaley on 2009-11-12 13:06:11 as
	Indeterminacy in the use of preset criteria for assessment and grading [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 2. (2009), pp. 159-179. by D. Royce Sadler posted to theory formative by hannahwhaley on 2009-11-12 12:52:19 as along with 2 people hsks1 Fosca
	Marking and moderation in the UK: false assumptions and wasted resources [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 2. (2009), pp. 209-220. by Sue Bloxham posted to grading context authenticity by hannahwhaley on 2009-11-12 12:46:36 as
	Assessment for Learning: the differing perceptions of tutors and students [My Copy] Assessment & Evaluation in Higher Education, Vol. 26, No. 4. (2001), pp. 307-318. by Effie MacLellan posted to formative context authenticity by hannahwhaley on 2009-11-12 12:41:49 as
	Fidelity as a precondition for integrity in grading academic achievement [My Copy] Assessment & Evaluation in Higher Education (2009) by D. Royce Sadler posted to grading context authenticity by hannahwhaley on 2009-11-12 12:38:27 as
	The difficult bridge between university and industry: a case study in computer science teaching [My Copy] Assessment & Evaluation in Higher Education (2009) by Jan Schilling, Ralf Klamma posted to theory authenticity by hannahwhaley on 2009-11-12 12:31:48 as
	How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 5. (2009), pp. 565-577. by Noel M. Meyers, Duncan D. Nulty posted to theory authenticity by hannahwhaley on 2009-11-12 12:28:22 as
	Do students with well-aligned perceptions of question difficulty perform better? [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 6. (2009), pp. 603-619. by Jennifer Lingard, Laura Minasian-Batmanian, Gilbert Vella, Ian Cathers, Carlos Gonzalez posted to theory grading authenticity by hannahwhaley on 2009-11-10 12:18:13 as
	Education students and their teachers: comparing views on participative assessment practices [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 6. (2009), pp. 641-657. by Christine Brew, Philip Riley, Caroline Walta posted to self-assessment groups formative authenticity by hannahwhaley on 2009-11-10 12:17:06 as
	A case study of the development of WebPA: An online peer-moderated marking tool [My Copy] British Journal of Educational Technology, Vol. 40, No. 2. (2009), pp. 329-341. by Steve Loddington, Keith Pond, Nicola Wilkinson, Peter Willmot posted to online groupwork by hannahwhaley on 2009-11-10 00:07:07 as
	Influence of group formation choices on academic performance [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 1. (2009), pp. 31-40. by Ravi Seethamraju, Mark Borman posted to groupwork groups assessment by hannahwhaley on 2009-11-10 00:05:34 as
	Developing an instrument to characterise peer-led groups in collaborative learning environments: assessing problem-solving approach and group interaction [My Copy] Assessment & Evaluation in Higher Education (2009) by Pilar Pazos, Marina Micari, Gregory Light posted to theory groupwork by hannahwhaley on 2009-11-10 00:03:31 as
	Applying an activity system to online collaborative group work analysis [My Copy] British Journal of Educational Technology, Vol. 9999, No. 9999. (2009) by Hyungshin Choi, Myunghee Kang posted to theory groupwork by hannahwhaley on 2009-11-10 00:02:44 as
	Group assessment: comparing group and individual undergraduate module marks [My Copy] Assessment & Evaluation in Higher Education, Vol. 34, No. 2. (2009), pp. 141-148. by Richard J. Almond posted to groupwork context by hannahwhaley on 2009-11-10 00:01:56 as along with 2 people and 1 group AJCann chriswillmott eLearning in Leicester
	Assessing the reliability of self- and peer rating in student group work [My Copy] Assessment & Evaluation in Higher Education, Vol. 33, No. 3. (2008), pp. 329-340. by Bo Zhang, Lucy Johnston, Gulsen B. Kilic posted to theory groupwork by hannahwhaley on 2009-11-09 23:58:51 as
	Multicultural influences on group learning: a qualitative higher education study [My Copy] Assessment & Evaluation in Higher Education, Vol. 33, No. 2. (2008), pp. 119-132. by Arthur Sweeney, Scott Weaven, Carmel Herington posted to groupwork context by hannahwhaley on 2009-11-09 23:58:17 as
	Group projects: more learning? Less fair? A conundrum in assessing postgraduate business education [My Copy] Assessment & Evaluation in Higher Education, Vol. 33, No. 5. (October 2008), pp. 481-492. by Donald Nordberg posted to groupwork context by hannahwhaley on 2009-11-09 23:57:45 as
	A real rollercoaster of confidence and emotions: learning to be a university student [My Copy] Studies in Higher Education, Vol. 33, No. 5. (2008), pp. 567-581. by Hazel Christie, Lyn Tett, Vivienne E. Cree, Jenny Hounsell, Velda McCune posted to groups context by hannahwhaley on 2009-11-09 23:54:27 as along with 1 person suestarfield
	Seven Problems of Online Group Learning (and Their Solutions) [My Copy] Educational Technology & Society, Vol. 10, No. 4. (0 2007), pp. 257-268. by Tim S. Roberts, Joanne M. McInnerney posted to online groupwork by hannahwhaley on 2009-11-09 23:52:51 as along with 2 people ianturton Gorzomagnificent
	Portfolio assessment of an undergraduate group project [My Copy] Assessment & Evaluation in Higher Education, Vol. 32, No. 5. (October 2007), pp. 557-569. by Raija Kuisma posted to theory groupwork by hannahwhaley on 2009-11-09 23:52:00 as
	Exploring the effects of group testing on graduate students motivation and achievement [My Copy] Assessment & Evaluation in Higher Education, Vol. 32, No. 2. (2007), pp. 215-227. by Dawson R. Hancock posted to groupwork context by hannahwhaley on 2009-11-09 23:51:13 as
	Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals [My Copy] Higher Education Research & Development, Vol. 25, No. 4. (2006), pp. 341-356. by Simone Volet, Caroline Mansfield posted to groupwork context by hannahwhaley on 2009-11-09 23:50:29 as
	Theories of Learning and Their Implications for On-Line Assessment [My Copy] Online Submission, Vol. 7 (1 January 2006), pp. 165-174. by Anthony F. Underhill posted to groupwork context by hannahwhaley on 2009-11-09 23:49:43 as
	Deriving individual student marks from a tutors assessment of group work [My Copy] Assessment & Evaluation in Higher Education, Vol. 31, No. 3. (2006), pp. 329-343. by Stephen Sharp posted to theory groupwork by hannahwhaley on 2009-11-09 23:48:38 as
	Enhancing the effectiveness of self-managed learning groups: understanding students choices and concerns [My Copy] Studies in Higher Education, Vol. 31, No. 6. (2006), pp. 689-703. by Alf Lizzio, Keithia Wilson posted to groupwork context by hannahwhaley on 2009-11-09 23:47:51 as
	The emotional impact of learning in small groups: highlighting the impact on student progression and retention [My Copy] Teaching in Higher Education, Vol. 11, No. 1. (2006), pp. 79-91. by Patricia Cartney, Alison Rouse posted to groupwork context by hannahwhaley on 2009-11-09 23:47:13 as
	Moderation of peer assessment in group projects [My Copy] Assessment & Evaluation in Higher Education, Vol. 31, No. 1. (2006), pp. 91-108. by Graeme Bushell posted to theory groupwork by hannahwhaley on 2009-11-09 23:46:10 as
	How not to integrate computers with group projects: an example from the field [My Copy] Technology, Pedagogy and Education, Vol. 14, No. 2. (2005), pp. 255-268. by John Raven posted to groupwork groups by hannahwhaley on 2009-11-09 23:45:23 as
	Examining the dynamics of networked e-learning groups and communities [My Copy] Studies in Higher Education, Vol. 30, No. 1. (2005), pp. 25-42. by David McConnell posted to online groupwork context by hannahwhaley on 2009-11-09 23:44:47 as along with 5 people and 3 groups warters cgering leei activevoice bellia Blog_and_Wiki_Research ubc-ucl Usable_Security
	Evaluation of computing students performance using group based learning online and offline [My Copy] In 9th CAA Conference by Martina A. Doolan, Trevor Barker posted to theory online groupwork by hannahwhaley on 2009-11-09 23:44:02 as
	When group work leaves the classroom does group skills development also go out the window? [My Copy] British Journal of Educational Technology, Vol. 36, No. 1. (2005), pp. 19-31. by Colin Baskin, Michelle Barker, Peter Woods posted to online groupwork context by hannahwhaley on 2009-11-09 23:40:43 as
	Assessing contributions to group assignments [My Copy] Assessment & Evaluation in Higher Education, Vol. 29, No. 6. (2004), pp. 751-768. by Lucy Johnston, Lynden Miles posted to theory groupwork groups by hannahwhaley on 2009-11-09 23:38:56 as along with 1 person ablake88
	Students' Perceptions of and Satisfaction with Group Grades and the Group Experience in the College Classroom [My Copy] Assessment & Evaluation in Higher Education, Vol. 28, No. 4. (2003), pp. 355-370. by Rufus L. Barfield posted to theory groupwork groups by hannahwhaley on 2009-11-09 23:37:02 as
	Peer Assessment of Contributions to a Group Project: student attitudes to holistic and category-based approaches [My Copy] Assessment & Evaluation in Higher Education, Vol. 27, No. 6. (2002), pp. 569-577. by Mark Lejk, Michael Wyvill posted to theory groupwork authenticity by hannahwhaley on 2009-11-09 23:32:15 as
	Problem-Based Learning, Group Process and the Mid-career Professional: Implications for Graduate Education [My Copy] Higher Education Research & Development, Vol. 21, No. 1. (2002), pp. 5-21. by Tara J. Fenwick posted to pbl groupwork groups by hannahwhaley on 2009-11-09 23:31:35 as
	Does Assessed Multicultural Group Work really pull UK Students' Average down? [My Copy] Assessment & Evaluation in Higher Education, Vol. 27, No. 2. (2002), pp. 153-161. by Glauco De Vita posted to groupwork groups by hannahwhaley on 2009-11-09 23:30:37 as
	Integrating groupware technology into the learning environment [My Copy] ALT-J: Research in Learning Technology, Vol. 9, No. 2. (2001), pp. 47-63. by Abdul N. Shaikh, Linda Macaulay posted to theory online groupwork by hannahwhaley on 2009-11-09 23:30:00 as
	A Novel Technique for Comparing the Reliability of Multiple Peer Assessments with that of Single Teacher Assessments of Group Process Work [My Copy] Assessment & Evaluation in Higher Education, Vol. 26, No. 2. (2001), pp. 139-152. by D. J. Magin posted to groupwork context by hannahwhaley on 2009-11-09 23:28:25 as
	Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work [My Copy] Studies in Higher Education, Vol. 26, No. 1. (2001), pp. 53-63. by Douglas Magin posted to groupwork context by hannahwhaley on 2009-11-09 23:27:47 as
	Some Refinements on Peer Assessment of Group Projects [My Copy] Assessment & Evaluation in Higher Education, Vol. 26, No. 1. (2001), pp. 5-18. by Lawrence K. Y. Li posted to theory groupwork by hannahwhaley on 2009-11-09 23:27:12 as
	Peer Assessment of Contributions to a Group Project: a comparison of holistic and category-based approaches [My Copy] Assessment & Evaluation in Higher Education, Vol. 26, No. 1. (2001), pp. 61-72. by Mark Lejk, Michael Wyvill posted to theory groupwork by hannahwhaley on 2009-11-09 23:26:31 as
	The Effect of the Inclusion of Selfassessment with Peer Assessment of Contributions to a Group Project: a quantitative study of secret and agreed assessments [My Copy] Assessment & Evaluation in Higher Education, Vol. 26, No. 6. (2001), pp. 551-561. by Mark Lejk, Michael Wyvill posted to theory groupwork groups by hannahwhaley on 2009-11-09 23:25:52 as
	Measuring Changes in Groupworking Skills in Undergraduate Students After Employer Involvement in Group Skill Development [My Copy] Assessment & Evaluation in Higher Education, Vol. 26, No. 4. (2001), pp. 367-380. by Phyllis Laybourn, Judy Goldfinch, Jennifer Graham, Lucy MacLeod, Sheila Stewart posted to groupwork formative context by hannahwhaley on 2009-11-09 23:25:05 as

Note: You may cite this page as: http://www.citeulike.org/user/hannahwhaley

Result page: 1 2 3 4 Next

background	89
groupwork	46
context	44
authenticity	37
theory	34
online	24
education	21
groups	15
learning	13
formative	13
systems	12
assessment	11
agents	10
perception	9
pbl	8
computer	7
intelligent	7
artificial	6
higher	6
software	6
elearning	5
multi-agent	5
technologies	5
engineering	5
distributed	5
computing	4
curriculum-development	4
grading	4
communication	3
virtual	3
digital	3
development	3
epistemic	3
models	3
student	3
school	3
constructivist	3
aac	2
methods	2
pedagogical	2
theories	2
autism	2
teaching	2
human-computer	2
teaching-methods	2
support	2
environments	2
internet	2
java	2
educational-technology	2
interaction	2
automation	1
innovation	1
argumentation	1
undergraduate	1
instruction	1
interpreters	1
interface	1
formal	1
peers	1
natives	1
programming	1
criteria	1
attitudes	1
repository	1
hci	1
objectivist	1
framework	1
individual	1
decision	1
strategies	1
learner-centred	1
generation	1
social	1
implementation	1
insitutional	1
management	1
information	1
assignment	1
library	1
evaluation	1
collaborative	1
application	1
self-assessment	1
proactiveness	1
college	1
ai	1
connectivism	1
desire	1
problem-solving	1

hannahwhaley's library 179 articles Export

hannahwhaley's tags