| Issue | Title | |
| No 14 (2019): New Directions in the Teaching of Physical Sciences (2019) | A Whole-Class Self-Assessment Method to Enhance Engagement with Feedback in Low-stakes, High-value Assessments in the Physical Sciences | Abstract PDF |
| David John McGarvey, Laura M Hancock | ||
| No 14 (2019): New Directions in the Teaching of Physical Sciences (2019) | Exploring self-assessments in university undergraduate students: how accurate are they? | Abstract PDF |
| Hilda Mary Mulrooney | ||
| No 12 (2017) | Transition from Passive Learner to Critical Evaluator through Peer-Testing of Programming Artefacts | Abstract PDF |
| Gudmund Grov, Mohammad Hamdan, Smitha Kumar, Manuel Maarek, Léon McGregor, Talal Shaikh, J. B. Wells, Hind Zantout | ||
| No 12 (2017) | Student perceptions of quality in higher education: effect of year of study, gender and ethnicity. | Abstract PDF |
| Rachel Dicker, Mikey Garcia, Alison Kelly, Parisa Modabber, Alex O'Farrell, Adam Pond, Nicole Pond, Hilda Mary Mulrooney | ||
| No 11 (2016) | Feedback for Future Learning: Delivering Enhancements and Evidencing Impacts on the Student Learning Experience | Abstract PDF |
| Kevan Michael Andrew Gartland, Angela Shapiro, Lesley McAleavy, Jamie McDermott, Alison Nimmo, Melanie Armstrong | ||
| 1 - 5 of 5 Items | ||
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