Vol 10 No 1 (2016): PRHE Journal: Assessment Special Issue | Practitioner Research in Higher Education

The Strategic Approach to Studying, and the Value of Assessment

Paul Sutton

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3-12

I wish I could believe you: the frustrating unreliability of some assessment research

Tim Hunt, Sally Jordan

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13-21

Predicting Success in Higher Education: The Value of Criterion and Norm-referenced Assessments

Robert Prince

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22-38

Helping students to explain what they want from feedback: findings from a large-scale survey

Mark Carver

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39-52

Students’ perceptions of interventions for supporting their engagement with feedback

Michael Parker, Naomi E. Winstone

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53-64

Written Assessment and Feedback Practices in Postgraduate Taught Courses in the UK: staff and international students’ perspectives

Victor Guillen Solano

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65-80

Setting out the role of feedback in the assessment process through both the student and tutor perspective

Stuart Hepplestone

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81-90

The discrepancies between staff and students’ perceptions of feedback and assessment practices – analysis of TESTA data from one HE institution

Monika Pazio

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91-108

Teachers’ and students’ conceptions of assessment within the Italian higher education system

Serafina Pastore, Monica Pentassuglia

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109-120

Expanding and personalising feedback in online assessment: A case study in a school of pharmacy

Stephen Ellis, Jill Barber

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121-129

Measuring the impact of high quality instant feedback on learning

Stephen Nutbrown, Colin Higgins, Su Beesley

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130-139

Using Pecha Kucha as formative assessment in two undergraduate modules. (Re) conceptualising ‘the right lines’

Nicky Hirst

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140-155

Embedding key transferable employability skills for lifelong success through blending an innovative portfolio to complement traditional assessment

Joanne Hooker, Jayne Whistance

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156-175

Joining the Pieces: using concept maps for integrated learning and assessment in an introductory management course

Heather Connolly, Dorothy Spiller

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176-191

Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting

Jane Southall, Hilary Wason

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192-202

Assessment timing: student preferences and its impact on performance

Richard McManus

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203-216

Assessing student theses: Differences and similarities between examiners from different academic disciplines

Mats Lundström, Maria Åström, Karin Stolpe, Lasse Björklund

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217-226

Editorial