Why assessment is changing
By Graham R. Gibbs. 2006
144 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/0d20bc044054f6078666ad3b6dc13b2390bf438d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- P. Sutton
- M. O'Doherty
- Lee Shannon
- Gwyneth Hughes
- Chris Beaumont
- Sue Bloxham *
- G. Joughin
- David Boud
Citations in the corpus
- Conceptualizing feedback literacy: knowing, being, and acting (2012, background): “Increasingly learners are enrolled as full-time but are in reality studying part-time (Gibbs, 2006).”
- Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “Furthermore, resource constraints coupled with mass expansion in higher education have reduced opportunities for formative assessment to be practised (Yorke 2003; Gibbs 2006).”
- The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning (2010, methodology): “Gibbs and his colleagues similarly draw on all three works in their research on assessment and learning (Dunbar-Goddet et al. 2006; Gibbs 2006a, 2006b).”
- Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “However, in systems under pressure from expansion and dwindling resources with pressure to ‘maintain standards’, formative feedback is often minimal and overshadowed by summative criteria-referenced grades (Gibbs, 2006).”
- Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “In today’s mass HE, assessment can use more resources than teaching (Gibbs 2006) including considerable resources devoted to moderation efforts which are largely unrelated to student learning and assessment receives lower scores for student satisfaction than any other factor (National Student…”
- Integrative assessment: reframing assessment practice for current and future learning (2012, unknown): “There has been a consistency in the evidence presented in the higher education learning and teaching literature over the past decade to indicate that student learning outcomes may be significantly improved through the provision of formative assessments that are coupled with timely feedback (Gibbs 20”