St Edward's Academic Review 2025

ST EDWARD’S, OXFORD

Bibliography

Alt, D., & Raichel, N. (2018). Introduction. In D. Alt, & N. Raichel, Lifelong Learning as a Lever for Moral and Democratic Values (pp. 1-19). The Netherlands: Brill. Retrieved from https://brill.com/display/book/ edcoll/9789463512398/BP000007.xml Alt, D., & Raichel, N. (2020). Higher Education Students’ Perceptions of and Attitudes Towards Peer Education Researcher, 29, 567-580. Retrieved from https://link.springer. com/article/10.1007/s40299-020 00507-z Andrade, H. L. (2019). A Critical Review of Research on Student Self Assessment. Frontiers in Education, 4. Retrieved from https://www. frontiersin.org/journals/education/ articles/10.3389/feduc.2019.00087/full BERA. (2018). Ethical Guidelines for Educational Research (4th ed.). London: British Educational Research Association. Retrieved from https://www.bera.ac.uk/wp content/uploads/2018/06/BERA Ethical-Guidelines-for-Educational Research_4thEdn_2018.pdf Bhalerao, A., & Ward, A. (2001). Towards electronically assisted a case study. Research in Learning Technology, 9(1). Retrieved from https://doi.org/10.3402/rlt.v9i1.12014 Brady, J., & Wilson, E. (2020). Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education, 51(1), 45-63. Retrieved from https://doi.org/1 0.1080/0305764X.2020.1775789 Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. USA: ASCD. Brown, G. T., & Harris, L. R. (2013). SAGE Handbook of Research on Classroom Assessment. (J. H. McMillan, Ed.) USA: SAGE Publications, Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-281. Retrieved from https://doi. org/10.3102/00346543065003245 Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. Retrieved from https://doi. org/10.1080/03075070600572132 Assessment in Multicultural Classrooms. The Asia-Pacific Inc. Retrieved from https://doi. org/10.4135/9781452218649

Coe, R., Waring, M., Hedges, L. V., & & Ashley, L. D. (2021). Research Methods and Methodologies in Education (3rd ed.). London, UK: Sage Publications Ltd. Cohen, L. M. (2018). Research Methods in Education. UK: Taylor & Francis Group. Davies, P. (n.d.). Using Student Reflective Self-Assessment for Awarding Degree Classifications. Innovations in Education and Teaching International , 39(4), 307 319. Retrieved from https://doi. org/10.1080/13558000210161034 Department for Education. (2015). GCSE Design and Technology. Retrieved from GOV.UK: https:// www.gov.uk/government/publications/ gcse-design-and-technology Harrison, K., O’hara, J., & Mcnamara, G. (2015). Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research(60), 75-88. James, M. (2008). Assessment and Learning. In S. Swaffield (Ed.), Unlocking Assessment: Understanding for Reflection and Application (pp. 18-34). David Fulton Publishers. Retrieved from https://doi. org/10.4324/9780203930939 Kritikos, V. S., Woulfe, J., Sukkar, M. B., & Saini, B. (2011). Intergroup Peer Assessment in Problem-Based Learning Tutorials for Undergraduate Pharmacy Students. American Journal of Pharmaceutical Education, 75(4). Retrieved from https://doi. org/10.5688/ajpe75473 Lobato, J. (2003). How Design Experiments Can Inform a Rethinking of Transfer and Vice Versa. Educational Researcher, 32(1), 17-20. Retrieved from https://www.jstor.org/ stable/3699930 Lu, J., & Law, N. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science, 40, 257-275. Retrieved from https://doi.org/10.1007/s11251-011 9177-2 McCall, R. B. (1970). Fundemental Statistics for Psychology. San Diego: Harcourt, Brace & World. Neo, M. (2003). Developing a collaborative learning environment using a web-based design. Journal of Computer Assisted Learning, 19(4), 462-473. Retrieved from https://doi. org/10.1046/j.0266-4909.2003.00050.x

Panadero, E. R.-W. (2013). The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies In Educational Evaluation, 39, 195-203. Retrieved from https://doi.org/10.1016/j. stueduc.2013.10.005 Pozzi, F. M. (2007). A general framework for tracking and analysing learning processes in computer‐ supported collaborative learning environments. Innovations in Education and Teaching International, 44(2), 169-179. Retrieved from https://doi. org/10.1080/14703290701240929 Sadler, D. R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35, 535-550. Retrieved from https://doi. org/10.1080/02602930903541015 Tejeiro, R. A., Gomez-Vallecillo, J. L., Romero, A. F., Pelegrina, M., Wallace, A., & Emberley, E. (2012). Summative Self-Assessment in Higher Education: Implications of Its Counting towards the Final Mark. Electronic Journal of Research in Educational Psychology, 10(2), 789-812. Retrieved from https:// Assessment : Learning by Judging and Discussing the Work of Other Learners. Interdisciplinary Education and Psychology, 1(1). Retrieved from https://doi.org/10.31532/ InterdiscipEducPsychol.1.1.007 Topping, K. J. (2018). Using Peer Assessment to Inspire Reflection and Learning. UK: Routledge. Van Zundert, M., Sluijsmans, D., & Van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270-279. Retrieved from https://doi.org/10.1016/j. learninstruc.2009.08.004 eric.ed.gov/?id=EJ983265 Topping, K. J. (2017). Peer

34