Hintz, C., Ostry, E., Sambell, K. & Totaro, R. C. N. (2002). Annotated bibliography of utopian and dystopian children's fiction. In Hintz, C. & Ostry, E. (Eds.). Utopian and dystopian writing for children and young adults, 200-231. Taylor & Francis (Routledge). ISBN 9780415940177, 0415940176
This volume examines a variety of utopian writing for children from the 18th century to the present day, defining and exploring this new genre in the field of children's liter...
Sambell, K., Miller, S., & Hodgson, S. (1999). Let’s get the assessment to drive the learning. In P. Schwartz, & G. Webb (Eds.), Assessment : case studies, experience and practice from higher education, 137-143. London, UK: KoganPage
No abstract available.
Mcdowell, L. & Sambell, K. (1999). Fitness for purpose in the assessment of learning: students as stakeholders. Quality in Higher Education. 5(2), 107-123. doi:10.1080/1353832990050202. ISSN 1353-8322
A fitness‐for‐purpose approach to determining the quality of assessment practices in higher education requires the consideration of the perspectives of a range of stakeholders...
McDowell, L. & Sambell, K. (1999). The experience of innovative assessment: student perspectives. In Brown, S. & Glasner, A. (Eds.). Assessment matters in higher education : choosing and using diverse approaches, 71-82. Society for Research into Higher Education (SRHE). ISBN 9780335202430, 9780335202423
There has been considerable diversiﬁcation in the methods of assessing student learning in higher education in recent years. Few courses in the UK now rely solely on the conve...
Sambell, K. & McDowell, L. (1998). The Construction of the Hidden Curriculum: messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education. 23(4), 391-402. doi:10.1080/0260293980230406. ISSN 0260-2938
A wide range of diverse responses by individual students to innovative or alternative assessment are described and discussed, drawing on research data. Student perspectives ar...
Johnson, R. & Sambell, K. (1997). Damn the dean and his funnel!: assessment and the expanded text in higher education. The Journal of Postsecondary Education and Disability. 49(3), 238-247
Sambell, K., McDowell, L. & Brown, S. (1996). “But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation. 23(4), 349-371. doi:10.1016/s0191-491x(97)86215-3. ISSN 0191-491X
n the "Impact of Assessment" project, we have been studying the effects of alternative ways of assessing student learning through a number of case studies of assessment in pra...
Sambell, K., Sambell, A. & Sexton, G. (1998). Using computer-aided assessment. In McDowell, L. (Ed.). Using Information Technology in Teaching, Learning & Assessment, n/a. Northumbria University, MARCET. ISBN n/a
Sambell, K., Gibson, M. & Montgomery, C. (2006). Rethinking feedback : an assessment for learning perspective. Northumbria University Press. ISBN 9781861354136
Feedback is becoming an increasingly vexed issue in
higher education. Lecturers routinely spend a great
deal of time reading and annotating students’ work,
only to worry that ...
Sambell, K. & Graham, L. (2008). Rethinking feedback : an assessment for learning perspective. HE Focus Quarterly Journal. 1(1), 2
The provision of feedback to learners has long been recognised as a crucial aspect of effective learning in university education and is often regarded as the main means by whi...
McDowell, L., Sambell, A., Sambell, K., Smailes, J. & Wakelin, D. (2006). Developing assessment strategies to enhance student learning : supporting evidence-based practice though collaboration. Northumbria University, MARCET. ISBN 9781861354037
No abstract available
Sambell, K. & The Assessment & the Expanded Text consortium, . (1999). Towards a productive assessment practice : staff development guides. Northumbria University. ISBN n/a
McDowell, L., Sambell, K., Bazin, V., Penlington, R., Wakelin, D., Wickes, H. & Smailes, J. (2004). Assessment for Learning: current practice exemplars from the Centre for Excellence in Teaching & Learning. Northumbria University, MARCET. ISBN 9781861351586, 1861351585
The concept of Centres of Excellence in Teaching and Learning (CETLs) arose from the Government White Paper “The future of Higher Education”, published in January 2003. Within...
Sambell, K. (2008). Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework. Northumbria University. ISBN 9781861354525
The work reported in this guide was undertaken as part of a
Northumbria University Research-informed Teaching project called ‘Seeing the Signs: involving students as researche...
Sambell, K. (2008). Using enquiry-based learning to support research informed teaching in the first-year experience. Northumbria University. ISBN 9781861354518
This guide discusses a project that was funded by Northumbria University’s research-informed teaching (RiT) initiative: ‘The Impact of Enquiry-Based Learning: student perspect...