Suggested Reading Resources for all aspects of academic practice
'An Introduction to Assessment and Feedback' from Gibbs, G. (2006) 'How Assessment Frames Student Learning' in Bryan, C. and Clegg, K. (eds), Innovative Assessment in Higher Education, London: Routledge.
QAA (2006) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Gloucester: Quality Assurance Agency for Higher Education.
There are a huge number of readings and case studies available through the Higher Education Academy (HEA) and through individual Subject Centres, available via the HEA's webpages. The following books and articles comprise a 'taster' only, designed to introduce colleagues to some of the main issues around the principles of assessment.
Brown, E., Gibbs, G. and Glover, C. (2003) Evaluation tools for investigating the impact of assessment regimes on student learning, Bioscience Education eJournal, 2.
Gibbs, G. and Simpson, C. (2004) Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, 1, pp3-31.
Laurillard, D. (1993) Rethinking university teaching: a framework for the effective use of educational technology (1st ed.). New York: Routledge.
O’Donovan, B; Price, M & Rust, C (2000) The student experience of criterion-referenced assessment (through the introduction of a common criteria assessment grid), Innovation in Education and Teaching International, 38, (1), pp74-85.
O’Donovan, B., Price, M. and Rust, C. (2004) 'Know what I mean? Enhancing student understanding of assessment standards and criteria', Teaching in Higher Education, 9, pp325-335.
Price, M. and Rust, C. (1999) The experience of introducing a common criteria assessment grid across an academic department, Quality in Higher Education, 5, (2), pp133-144.
This bibliography is obviously not intended to be exhaustive, and other recommended readings are given under relevant sections of these web pages. The publications below, however, are often regarded as 'seminal works' on assessment, and are therefore available on loan to colleagues who wish to borrow them. Education Quality and Enhancement also holds a stock of recent QAA publications relating to assessment, including the Enhancing Practice series.
Biggs, J. (2004) Teaching for Quality Learning at University. Second edition. Society for Research into Higher Education. Buckingham: Open University Press. Gibbs, G. (ed.) (2005).
Improving Student Learning through Assessment and Evaluation. Oxford: Oxford Centre for Staff and Learning Development. Laurillard, D. (1993).
Rethinking university teaching: a framework for the effective use of educational technology (1st ed.). New York: Routledge. Knight, Peter T. and Yorke, M. (2003).
Assessment, Learning and Employability. Buckingham: Open University Press. QAA Scotland (2004), Enhancement Themes.
Rust, C. (2006) Improving Student Learning through Assessment, Proceedings of the 2005 13th International Symposium, Oxford: Oxford Centre for Staff and Learning Development. Group Projects.
McDowell, L. and Sambell K. (1999) The experience of innovative assessment: student perspectives, in Brown, S. and Glasner A (eds) Assessment Matters in Higher Education, Open University Press.
Higher Education Academy: Assessment Grid - devised by Chris Rust and Margaret Price (Oxford Brookes University), this resource presents a set of criteria that can be tailored to suit a given module.
Four ideas to support the development of assessment strategies - a short paper produced by Education Enhancement, with reference to work by Rust, Brown, Hornby and others, outlining the principles of 'reversed alignment' in assessment, and other related issues.
Boud, D. (1986) Implementing Student Self-assessment, Higher Education Research and Development, Society of Australia, Sydney.
Moon, J. (2001), Peer and self assessment - an overview and examples of practice. University of Exeter.
Brown, S. and Glasner, A. (2003) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Third edition. Buckingham: Society for Research into Higher Education and Open University Press.
Brown, S., Race, P. and Smith, B. (1996) 500 Tips on Assessment. London: Kogan Page.
Nicol, D. and Milligan, C. (2006) Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan and K. Clegg (eds) Innovative Assessment in Higher Education, London: Taylor and Francis Group.
Packwood (A.) and Sinclair Taylor (A.) (1995) Learning Styles and Student Progress. In Gibbs, G. Improving Student Learning Through Assessment and Evaluation, Oxford. Oxford: Centre for Staff Development. p224.
Hadwin, A. (2006) Do Your Students Really Understand Your Assignments? in LTC Currents - Optimizing Learning Environments, Vol. II, No. 3, Learning and Teaching Centre, University of Victoria.
Handley, K., Szwelnikb, A., Ujmac,D., Lawrence, L., Millard, J., Price, M., (2007) When Less is More: Students experiences of assessment feedback
Higher Education Academy Conference, July 2007.
Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B. (2004) Enhancing Student Learning through Effective Feedback. London: Higher Education Academy.
King, D., McGugan, S. and Bunyan, N. (2008) Does it make a difference? Replacing text with audio feedback, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3, II, pp145-163.
Equality Challenge Unit/ HEA - downloadable resource on the application of legislation to learning, teaching and assessment. A good source of links to other useful resources.
SCIPS (Strategies for Creating Inclusive Programmes of Study) is the result of a HEFCE funded project. This table maps the appropriateness of assessment activities in the context of particular challenges to learning, from visual and speech difficulties to information processing disorders.
The SPACE Project (Staff-Student Partnership for Assessment Change and Evaluation) is a three year HEFCE funded Project, based at the University of Plymouth. The aim of the project is to develop and promote alternative forms of assessment as a way of facilitating a more inclusive approach to assessment. The project has produced some useful resources which can be accessed via this link.
Embedding success: enhancing the learning experience for disabled students - a ninety-eight page HEA publication (2006), with accounts of innovative practice to improve the experience of disabled students. Contributions from practitioners across the disciplines.
Guide to inclusion - this series of 6 e-bulletins was produced by the HEA's Psychology Network and comprises 'bite-sized' guidance on providing a more inclusive experience for all students. Each of the e-bulletins focuses on a different aspect of learning and teaching, and offers immediate access to the key resources online.
There are a huge number of readings and case studies available through the Higher Education Academy (HEA) and through individual Subject Centres which can bee accessed via the HEA's webpages. The following books and articles comprise a 'taster' only, designed to introduce colleagues to some of the main issues around plagiarism and academic honesty. Some of these publications may be available in hard copy from Education Quality and Enhancement, so please get in touch if you require a copy.
Carroll, J. (2004), A Handbook on Deterring Plagiarism in Higher Education. Oxford: Oxford Centre for Staff Learning and Development.
JISC Briefing Paper (2005) Detecting, Deterring and Dealing with Student Plagiarism.
JISC (2010), Supporting Academic Integrity: Approaches and Resources for Higher Education. Accessible online at: http://www.heacademy.ac.uk/resources/detail/ourwork/academicintegrity/Supporting_academic_integrity_approaches_and_resources_for_HE
McNaughton, W. (1995) Student Handbook on Writing Research Papers. Department of Chinese, Translation and Linguistics, City University of Hong Kong.
Moon, J. (2005), Plagiarism in Higher Education: an Integrated Approach. University of Exeter.
For further resources, refer to our subject-based list of articles on plagiarism.
Clegg, S. and Sally Bradley, Models of Personal Development Planning: practice and processes, British Educational Research Journal, 32:1, 2006.
Jackson, Norman, Rob Ward & Peter Rees-Jones, Certifying and Recording Learning and Achievement: a fresh perspective on Progress Files.
Knight, Peter T., and Mantz Yorke, Employability: judging and communicating achievements.
PDP: Guidance for Institutional Policy and Practice in HE (2009), Quality Assurance Agency.