Rethinking assessment in higher education : learning for the longer term

By David Boud, N. Falchikov. 2007

925 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2b4c67b04b205b61f36e19c6b03b2add456daf30

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Citations in the corpus

Conceptualizing feedback literacy: knowing, being, and acting (2012, background): “This would help raise the status of feedback, enabling it to become a highly valued resource by both academics and learners, and also help feedback to become more securely embedded in institutional structures and strategies (Hounsell, 2007).”
‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing (2017, neutral): “It has also been reported that the emotional impact on learning has long lasting consequences which includes career choices and also new learning initiatives (Falchikov & Boud, 2007).”
Peer and self‐assessment in the first year of university (2011, background): “…David Boud, who has written on the topic since the 1970s (e.g. Anderson and Boud 1996; Boud 1979, 1981, 1991, 1995, 1998, 1999; Boud and Brew 1995; Boud and Falchikov 1989, 2007; Boud and Holmes 1981; Boud and Tyree 1979; Falchikov and Boud 1989) and Dr Nancy Falchikov, whose 2004 book (since…”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, background): “Barnett (2007) argues that if, however, we focus only on the perceived confinements of assessment and its inability to develop students’ authenticity, then there might well not be a need for any assessment.”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, background): “The influence of assessment on learning, either negatively or positively, might be seen as an incentive for study and improved performance (Biggs 2003; Boud and Falchikov 2007; Brown, Bull, and Pendlebury *Corresponding author.”
Exploring learning-oriented assessment processes (2014, background): “The three principles are developed from synthesizing and reformulating key literature on assessment for learning in higher education (e.g. Boud and Falchikov 2007; Gibbs 2006; Sadler 2010; Sambell et al. 2013).”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Learners may not be able to engage with feedback at all when it is conveyed in the tacit language that educators often employ (Hounsell, 2007; Sadler, 2010).”
Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback (2016, background): “According to Boud (2007), ‘feedback should be provided quickly enough to be useful to students and should be given both often enough and in enough detail’ (p. 97).”
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “…2018 informa uK limited, trading as taylor & Francis group CONTACT thomas Wanner thomas.wanner@adelaide.edu.au gaining more work-relatable skills and ‘work-integrated learning’, it is not surprising that there is an increasingly strong advocacy for its use (Boud and Falchikov 2007; Nulty 2011).”
Sustainable assessment revisited (2016, background): “Boud (2007) and Boud and Falchikov (2007) recognised that conventional views of assessment were inhibiting to the notion of sustainability as they placed emphasis in assessment on learners necessarily having to respond to prompts from others – teachers, assessors, etc. which lowered expectations of…”
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns (2015, background): “Through such a process with appropriate scaffolding, it has been found that students can move progressively towards the kinds of quasiindependent judgements about self-performance needed for effective lifelong learning (Boud & Falchikov, 2007).”
Investigating the capacity of self and peer assessment activities to engage students and promote learning (2010, background): “Furthermore, Boud and Falchikov (2007) discuss its use for developing students’ skills for lifelong learning.”
Student engagement: students' and teachers' perceptions (2014, background): “This also requires assessment practices that involve students more (Boud & Falchikov, 2007).”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “In Rethinking Assessment in Higher Education, Boud (2007) sought to develop an inclusive view of student assessment, locating it as a practice at the disposal of both teachers and learners rather than simply an act of teachers.”