Write in a clean editor, then format for Assessment & Evaluation in Higher Education in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
Assessment & Evaluation in Higher Education is a peer-reviewed journal published by Taylor & Francis, covering Student Assessment and Feedback, Evaluation of Teaching Practices, Reflective Practices in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Assessment & Evaluation in Higher Education 12 (3): 45–58.
Formats any DOI in Assessment & Evaluation in Higher Education style. No sign-up. |
| Publishes research in | Student Assessment and Feedback Evaluation of Teaching Practices Reflective Practices in Education Higher Education Learning Practices Online and Blended Learning |
| ISSN | 0260-2938 |
| Citation impact (2-yr) | 8.33 |
| h-index | 155 |
| i10-index | 1,585 |
| Total citations | 121,527 |
| Top institutions publishing here | Deakin University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article is about differences between, and the adequacy of, response rates to online and paper‐based course and teaching evaluation surveys. Its aim is to provide practical guidance on these matters. The first part of the article gives an overview of online surveying in general, a review of data relating to survey response rates and…
Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning…
Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This…
Abstract This paper addresses the nature of the concept of quality in relation to higher education. It analyses ways of thinking about quality, considers their relevance to higher education, explores their interrelationships and examines their philosophical and political underpinnings. The relative nature of quality is examined. First, quality means different things to different people. Second,…
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within…
