Volume 13 • Issue 3 • 2015
Editorial
Research article
Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective
Ruth Dann
2015-12-01 Volume 13 • Issue 3 • 2015 • 5–20
Examining the assessment literacy of external examiners
Emma Medland
2015-12-01 Volume 13 • Issue 3 • 2015 • 21–33
Portal Pedagogy: From interdisciplinarity and internationalization to transdisciplinarity and transnationalization
Nicholas Monk, Sarah McDonald, Sarah Pasfield-Neofitou and Mia Lindgren
2015-12-01 Volume 13 • Issue 3 • 2015 • 62–78
Education in Thailand: When economic growth is no longer enough
Sandrine Michel
2015-12-01 Volume 13 • Issue 3 • 2015 • 79–91
Examining the doctoral viva: Perspectives from a sample of UK academics
Brian Poole
2015-12-01 Volume 13 • Issue 3 • 2015 • 92–105
Commentary
Supporting the development of assessment literacy of staff through institutional process change
Rachel Forsyth, Rod Cullen, Neil Ringan and Mark Stubbs
2015-12-01 Volume 13 • Issue 3 • 2015 • 34–41
Reflections on academics' assessment literacy
Rebecca Lees and Deborah Anderson
2015-12-01 Volume 13 • Issue 3 • 2015 • 42–48
Streamlining verbal feedback: Reflection on a feedback research project in secondary schools
Rizwana Nadeem
2015-12-01 Volume 13 • Issue 3 • 2015 • 49–55
Book review
Ipsative Assessment: Motivation through marking progress, by Gwyneth Hughes
Paraskevi Mylona
2015-12-01 Volume 13 • Issue 3 • 2015 • 56–58