Volume 13 • Issue 3 • 2015

Editorial


Editorial

Gwyneth Hughes and Eleanore Hargreaves

2015-11-30 Volume 13 • Issue 3 • 2015 • 1–2

Foreword: Assessment Literacy

Dylan Wiliam

2015-11-30 Volume 13 • Issue 3 • 2015 • 3–4

Research article


Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective

Ruth Dann

2015-11-30 Volume 13 • Issue 3 • 2015 • 5–20

Examining the assessment literacy of external examiners

Emma Medland

2015-11-30 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

2015-11-30 Volume 13 • Issue 3 • 2015 • 62–78

Education in Thailand: When economic growth is no longer enough

Sandrine Michel

2015-11-30 Volume 13 • Issue 3 • 2015 • 79–91

Examining the doctoral viva: Perspectives from a sample of UK academics

Brian Poole

2015-11-30 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

2015-11-30 Volume 13 • Issue 3 • 2015 • 34–41

Reflections on academics' assessment literacy

Rebecca Lees and Deborah Anderson

2015-11-30 Volume 13 • Issue 3 • 2015 • 42–48

Streamlining verbal feedback: Reflection on a feedback research project in secondary schools

Rizwana Nadeem

2015-11-30 Volume 13 • Issue 3 • 2015 • 49–55

Book review


Ipsative Assessment: Motivation through marking progress, by Gwyneth Hughes

Paraskevi Mylona

2015-11-30 Volume 13 • Issue 3 • 2015 • 56–58

Excellence in University Assessment: Learning from award-winning practice, by David Carless

Maddalena Taras

2015-11-30 Volume 13 • Issue 3 • 2015 • 59–61

The Colour of Class: The educational strategies of the Black middle classes, by Nicola Rollock, David Gillborn, Carol Vincent, and Stephen J. Ball

Max Antony-Newman

2015-11-30 Volume 13 • Issue 3 • 2015 • 106–109