Seeking, hearing and acting: Staff perspectives of changes in assessment practice through TESTA
Journal Article
Adamson, E., Webster-Henderson, B., & Carver, M. (2017)
Seeking, hearing and acting: Staff perspectives of changes in assessment practice through TESTA. SEDA Educational Developments, 18(4), 12-15
Assessment and feedback continues to be a key focus of attention within higher education. The TESTA (Transforming the Experience of Students through Assessment) methodology ha...
Feedback, Feedforward, or Dialogue?: Defining a Model for Self-Regulated Learning
Book
Carver, M. (2017)
Feedback, Feedforward, or Dialogue?: Defining a Model for Self-Regulated Learning. In Innovative Practices for Higher Education Assessment and Measurement; Advances in Higher Education and Professional Development, 1-18. IGI Global. doi:10.4018/978-1-5225-0531-0.ch001
Better feedback is commonly demanded by students and institutions as a way of improving student satisfaction, encouraging more scholarly approaches to assessment, and building...
Edgy humour in the classroom: a case study of risks and rewards
Journal Article
Carver, M. (2013)
Edgy humour in the classroom: a case study of risks and rewards. Journal of Perspectives in Applied Academic Practice, 1(1), https://doi.org/10.14297/jpaap.v1i1.42
The purpose of this study was to explore the role of humour in the classroom from a learning climate perspective, allowing for greater risk and spontaneity. A case study was d...
Assessment for learning in higher education.
Journal Article
Bloxham, S., & Carver, M. (2014)
Assessment for learning in higher education. Assessment and Evaluation in Higher Education, 39(1), 123-126. https://doi.org/10.1080/02602938.2013.797652
No abstract available.