References

Assessment for learning: guide for law teachers

• Astin A (1993) Assessment for excellence: the philosophy and practice of assessment and evaluation in higher education (American Council on Education Series) Phoenix: Oryx Press
• Becker H, Geer B and Hughes E (1968) Making the grade: the academic side of college life New York: John Wiley and Sons
• Best R (1993) ‘Issues in assessment, enterprise and higher education: the case for self, peer, and collaborative assessment’ in Assessment and Evaluation in Higher Education 18(3):221-233
• Biggs J (1996) ‘Assessing learning quality: reconciling institutional, staff and educational demands’ in Assessment and Evaluation in Higher Education 21(1):5-15
• Black P and Wiliam D (1998) ‘Assessment and classroom learning’ in Assessment in Education: Policy, Principles and Practice 5(1):7-74
• Bone A (1999) Ensuring successful assessment Coventry: National Centre for Legal Education
• Boud D (1989) ‘The role of self assessment in student grading’ in Assessment and Evaluation in Higher Education 14(1):20-30
• Boud D (1995) Enhancing learning though self assessment London: Kogan Page
• Brown S and Glasner A (1999) Assessment matters in higher education Buckingham: Society for Research into Higher Education and Open University Press
• Carolan B (1997) ‘Curriculum design for the teaching of European Community Law: an outcome-based approach’ in Association of Law Teachers Bulletin 95
• Eisner E (1987) in D Rowntree Assessing students: how shall we know them? London: Kogan Page
• Entwistle N (1981) Styles of learning and teaching: an integrated outline of educational psychology London: John Wiley and Sons
• Falchikov N (1986) ‘Product comparisons and process benefit of collaborative peer group and self assessments’ in Assessment and Evaluation in Higher Education 11(2):146-166
• Falchikov N and Boud D (1989) ‘Student self assessment in higher education: a meta-analysis’ in Review of Educational Research 59(4):395-430
• Fry S (1990) ‘Implementation and evaluation of peer marking in higher education’ in Assessment and Evaluation in Higher Education 15(3):177-189
• Hagar P and Butler J (1996) ‘Two models of educational assessment’ in Assessment and Evaluation in Higher Education 21(4):367-378
• Hinett K (1997) Towards meaningful learning: a theory for improved assessment in higher education (unpublished PhD thesis) Preston: University of Central Lancashire
• Joughin G (1999) ‘Dimensions of oral assessment and student approaches to learning’ in S Brown S and A Glasner (eds) Assessment matters in higher education: choosing and using diverse approaches Buckingham: Society for Research into Higher Education and Open University Press
• Knight P (1995) Assessment for learning in higher education London: Kogan Page
• LeBrun M and Johnstone M (1994) The quiet revolution: improving student learning in law Rozelle: Law Book Company
• McDowell L (1995) ‘The impact of innovative assessment on student learning’ in Journal of Innovations in Education and Training International 32(3):302-313
• McGill A and Brockbank I (1998) Facilitating reflective learning in higher education Buckingham: Open University Press
• Ramsden P (1992) Learning how to teach in higher education London: Routledge
• Sadler R (1989) ‘Formative assessment and the design of instructional systems’ in Instructional Science 18:119-144
• Schön D A (1982) The reflective practitioner: how professionals think in action New York: Harper Collins
• Schön D (1987) Educating the reflective practitioner London: Jossey-Bass Publishers
• Snyder B (1970) The hidden curriculum Cambridge MA: MIT Press
• Stefani L (1994) ‘Peer, self and tutor assessment: relative reliabilities’ in Studies in Higher Education 19(1):69-75

Last Modified: 4 June 2010