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...
Hounsell, D., Falchikov, N., Hounsell, J., Klampfleitner, M., Huxham, M., Thomson, K., & Blair, S. (2006). Innovative assessment across the disciplines An analytical review of the literature. York: The Higher Education Academy
In universities, where the choice of methods of assessment is devolved, such methods can differ by subject area, by course and by institution. Yet while devolution offers scop...
Hart, E., & Sim, K. (2018). On Constructing Ensembles for Combinatorial Optimisation. Evolutionary Computation, 26(1), 67-87. https://doi.org/10.1162/evco_a_00203
Although the use of ensemble methods in machine-learning is ubiquitous due to their proven ability to outperform their constituent algorithms, ensembles of optimisation algori...
01 November 2016
01 November 2016
02 November 2016
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...
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). doi:10.1080/02602938.2012.674485. ISSN 0260-2938
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...
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. doi: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...
Huxham, M. (2010). The medium makes the message: Effects of cues on students' lecture notes. Active learning in higher education, 11(3), 179-188. doi: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...
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...
Huxham, M., Welsh, A., Berry, A., & Templeton, S. (2006). Factors influencing primary school children's knowledge of wildlife. Journal of Biological Education, 41(1), 9-12. doi:10.1080/00219266.2006.9656050
We examined the wildlife knowledge of primary (aged 4-12) schoolchildren. In particular, we examined the effects of children’s age and gender, and the taxonomy and origin (ind...
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 ...
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 ...
1 November 2016
1 November 2016 - 2 November 2016