Vol 16 No 1 (2025): Assessment Special Issue | Practitioner Research in Higher Education

Assessment approach at programme level: a case study in food science

Julia Rodriguez Garcia, Anna Green, Tom Mariner

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4-16

A Transformative Learning Experience: An Undergraduate Research Conference as Authentic Assessment

Ruth Larsen, Robin Sims, Ian Whitehead

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17-28

Rationalising subjectivity: using learning technology to automate and flexibilise marker standardisation in higher education assessment

Tom Mayer

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29-37

The impact of a peer-feedback intervention on the attitudes and beliefs of first-year Social Care students in Ireland

Alison Merrotsy, William Carey, Tom O’Mahony

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38-49

The tangle in the feedback loop: Learner agency through a feedback loop activity across four university language programs

Ana Maria Ducasse; Kathryn Hill; Kerry Mullan, Jing Qi, Jindan Ni, Maki Yoshida, Maya Fujioka

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50-70

Investigating the impact of Collaborative Annotation on Student Quality of Learning in Higher Education

Mark P. McCormack, Melat Tecle , John G. Keating

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71-80

Perfect Assessment and Feedback in Psychology: Students’ Perspectives

Martyn Quigley, Emma Whitt

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81-93

Analysis of sources of anxiety among Swiss university students experiencing Continuous Assessment for Learning and their implications for designing assessment in higher education

Céline Girardet

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94-108

Feedback Interchange in Small-Group Discussion: An Interpretive Review of the Literature

Dai Hounsell

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109-122

A critical reflection on audio feedback for undergraduate students as a care-full and compassionate performance of emotional labour

Samantha Wilkinson

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123-129

Inclusive pedagogical and assessment practices for visually impaired students: Shifting from a deficit to an asset based approach

Pryah Mahabeer

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130-143

Editorial