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Editoriale/Editorial

Vol. 12 No. 2 (2021): Evaluation, feedback, equity: a challenge in education

Evaluation, feedback, equity: a challenge in education

DOI
https://doi.org/10.3280/ess2-2021oa13004
Submitted
December 1, 2021
Published
2021-12-21

References

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  2. Boud, D., Soler R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3): 400-413. DOI:10.1080/02602938.2015.1018133.
  3. Boud D., Ajjawi R., Dawson P. and Tai J. (Eds.) (2018). Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. Routledge.
  4. Carless D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6): 963-976. DOI:10.1007/S10734-014-9816-Z.
  5. Dann R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2): 149-166. DOI: 10.1080/0969594X.2014.898128.
  6. Earl L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Twin Oaks, CA: Sage.
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  8. Sambell K., McDowell L. and Montgomery C. (2012). Assessment for learning in higher education. London: Routledge.
  9. Winstone N., Boud D. (2019). Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Educa-tion Research & Development, 38(2): 411-425. DOI:10.1080/07294360.2018.1532985.
  10. Winstone N., Carless D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.

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