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No longer exempt from good practice: using exemplars to close the feedback gap for exams

Journal Article
Scoles, J., Huxham, M., & McArthur, J. (2013)
No longer exempt from good practice: using exemplars to close the feedback gap for exams. Assessment and Evaluation in Higher Education, 38(6), 631-645. https://doi.org/10.1080/02602938.2012.674485
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a f...

Oral versus written assessments: a test of student performance and attitudes

Journal Article
Huxham, M., Campbell, F., & Westwood, J. (2012)
Oral versus written assessments: a test of student performance and attitudes. Assessment and Evaluation in Higher Education, 37(1), 125-136. https://doi.org/10.1080/02602938.2010.515012
Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were exami...

The medium makes the message: Effects of cues on students' lecture notes

Journal Article
Huxham, M. (2010)
The medium makes the message: Effects of cues on students' lecture notes. Active learning in higher education, 11(3), 179-188. https://doi.org/10.1177/1469787410379681
Previous work has shown that students’ notes often fail to record key facts and concepts. The relatively recent widespread adoption of PowerPoint slides and handouts might now...

Fast and effective feedback: are model answers the answer?

Journal Article
Huxham, M. (2007)
Fast and effective feedback: are model answers the answer?. Assessment and Evaluation in Higher Education, 32(6), (601-611). doi:10.1080/02602930601116946. ISSN 0260-2938
Feedback to students is essential for effective learning, but there is little empirical information on what kind of feedback is best. This study compares student responses and...

Extended induction tutorials for ‘at risk’ students

Report
Huxham, M. (2005)
Extended induction tutorials for ‘at risk’ students. Ulster: The STAR (Student Transition and Retention) Project
Biology students at risk are identified through the completion of a diagnostic test, which is based on the characteristics of early leavers. Those students identified as bei...

Learning in lectures: Do ‘interactive windows’ help?

Journal Article
Huxham, M. (2005)
Learning in lectures: Do ‘interactive windows’ help?. Active learning in higher education, 6(1), 17-31. https://doi.org/10.1177/1469787405049943
Many educational development resources recommend making conventional lectures more interactive. However, there is little firm evidence supporting either the acceptability (to ...

Assigning Students in Group Work Projects. Can We Do Better than Random?

Journal Article
Huxham, M., & Land, R. (2000)
Assigning Students in Group Work Projects. Can We Do Better than Random?. Innovations in education and training international, 37(1), (17-22). doi:10.1080/135580000362043. ISSN 1355-8005
Group work projects are increasingly used in higher education, but there is little guidance on how best to allocate students to groups. If groups can be engineered to contain ...

The relationship between stress and retention within science undergraduates, their use of support and the potential remedial effect of stress education.

Thesis
Harris, P. J. (2016)
The relationship between stress and retention within science undergraduates, their use of support and the potential remedial effect of stress education. (Thesis). Edinburgh Napier University. Retrieved from http://researchrepository.napier.ac.uk/Output/453554
Students experience stress due to many factors including educational unpreparedness, financial strain and the inability to integrate socially. This mixed methods study aimed t...

Breaking the Text: An Introduction to Lacanian Discourse Analysis.

Journal Article
Neill, C. (2013)
Breaking the Text: An Introduction to Lacanian Discourse Analysis. Theory and Psychology, 23, 334-350. https://doi.org/10.1177/0959354312473520
This paper presents an entry-level approach to Lacanian Discourse Analysis. Along the way it considers crucial issues for textual analysis, arguing that Lacan’s insights provi...

Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative

Book
Scoles, J., Huxham, M., & McArthur, J. (2013)
Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative. In Sage Research MethodsSAGE Publications. doi:10.4135/978144627305013514690
Researchers who are interested in asking a number of questions about a particular phenomenon are increasingly looking to mixed methods as a useful research approach. In this c...