Handbook of Human and Social Conditions in Assessment

By Gavin T. L. Brown, Lois R. Harris. 2016

104 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/8b981e352dd4a579c809ec0e6dabb753c1b36db9

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In Education

In Management Science and Operations Research

Citations in the corpus

Using principles of authentic assessment to redesign written examinations and tests (2019, background): “Students develop an active role in constructing meaning with their teacher through an intersubjective relationship, exchanging and negotiating points of view (Lipnevich, Berg, & Smith, 2016; López-Pastor & Sicilia-Camacho, 2017).”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “However, there is a growing and, by now, well-established interest in the broader notion of self-assessment and its effects on learning (Boud, 1995; Andrade & Brown, 2016).”
Design thinking and the practicing teacher: addressing problems of practice in teacher education (2018, unknown): “This approach runs contrary to the one-correct-answer method commonplace in school structures (Struyven & Devesa, 2016).”
Student perceptions of assessment feedback: a critical scoping review and call for research (2020, methodology): “This student–feedback interaction model (Lipnevich et al., 2016) outlines characteristics of feedback, student, affective and cognitive responses, as well as actions that students take, all occurring in a specific context.”
A Century of Grading Research (2016, unknown): “One is the value that teachers place on being fair to students (Bonner, 2016; Bonner & Chen, 2009; Brookhart, 1994; Grimes, 2010; Hay & Macdonald, 2008; Sun & Cheng, 2013; Svennberg et al., 2014; Tierney et al., 2011).”
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “That is, the experience of receiving a desirable grade (e.g. an ‘A’) is markedly different from that of receiving an undesirable one (e.g. an ‘F’; see Lipnevich et al., 2017; Poorthuis et al., 2015), and motivation and performance may thus be differentially affected.”