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Today — 23 January 2025SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version 21 January 2025 at 10:54

The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

By: J. Weidlich I. Jivet S. Woitt D. Orhan Göksün J. Kraus H. Drachsler a University of Zürich， Zürich， Switzerlandb Zürich University of Teacher Education， Zürich， Switzerlandc DIPF – Leibniz-Institute for Research and Information in Education， Frankfurt， Germanyd FernUniversität in Hagen， Hagen， Germanye Heidelberg University of Education， Heidelberg， Germanyf Adyiaman University， Adıyaman， Turkeyg Johannes Gutenberg University of Main， Mainz， Germanyh Goethe University， Frankfurt， Germanyi Open University of the Netherlands， Heerlen， The Netherlands

21 January 2025 at 10:54

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Before yesterdaySRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents
Self-Positions in student teachers’ perceptions of assessment 18 January 2025 at 02:42

Self-Positions in student teachers’ perceptions of assessment

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

By: Luis Medina-Gual Carles Monereo a Direction of Educational Innovation， Universidad Iberoamericana， Mexico City， Mexicob Department of Basics， Developmental and Educational Psychology， Universitat Autònoma de Barcelona， Barcelona， SpainLuis Medina-Gual holds a Bachelor’s in Pedagogy from Anáhuac University and completed several postgraduate degrees， including master’s studies in Education， Statistics， and Geographic Information Systems. He earned an Educational Evaluation doctorate from Universidad Anáhuac México. He was a consultant for Bachillerato Anáhuac in Mexico and El Salvador and coordinated the Interinstitutional Doctorate in Education at Universidad Iberoamericana (2018–2023). Since 2024， he has directed Educational Innovation at Universidad Iberoamericana. He was a visiting scholar at the University of Bath.Carles Monereo holds a Bachelor’s Degree in Psychology from the Universitat Autònoma de Barcelona in 1980 and a Doctorate in Psychology from the same universi

18 January 2025 at 02:42

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Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

By: Angela Choi Fung Tam Division of Languages ＆ Communication， School of Professional Education and Executive Development， The Hong Kong Polytechnic University， Hong KongAngela Choi Fung Tam has been actively engaged in research projects focused on feedback， multimodal language teaching and learning， Generative AI-assisted language education， medium of instruction and policy， professional learning community， school-based curriculum and assessment， and distributed leadership. Her newly engaged project is “Fostering Student Feedback Literacy Through A Technology-Mediated Multimodal Platform: A Teacher-Student Collaborative Approach”.

16 January 2025 at 04:59

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Universities’ policies on feedback speed do not meaningfully predict students’ satisfaction with assessment and feedback

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

By: Robert A. Nash a National Institute of Teaching， Wakefield， UKb School of Psychology， Aston University， Birmingham， UKDr Rob A. Nash is Head of Psychological Research at the National Institute of Teaching (NIoT) in England， and Visiting Associate Professor at Aston University. He is a Senior Fellow of the Higher Education Academy， and was awarded a National Teaching Fellowship in 2024.

12 January 2025 at 03:33

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The Impact of Timely Formative Feedback on University Student Motivation

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

By: Darren Paul Fisher Gaelle Brotto Iris Lim Colette Southam a Faculty of Society ＆ Design， Bond University， Gold Coast， Australiab Faculty of Health Sciences ＆ Medicine， Bond University， Gold Coast， Australiac Bond Business School， Bond University， Gold Coast， Australia

9 January 2025 at 02:46

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Assessment as a dilemmatic space in the GenAI age: mapping and unpacking university teachers’ conflicting priorities in assessment

SRHE Website: Assessment & Evaluation in Higher Education: Table of Contents

By: Jiahui Luo (Jess) Chrysa Pui Chi Keung Hei-hang Hayes Tang a Department of Education Policy and Leadership， Faculty of Education and Human Development， The Education University of Hong Kong， Hong Kong， SAR Chinab Centre for Higher Education Leadership and Policy Studies， The Education University of Hong Kong， Hong Kong， SAR ChinaJiahui Luo (Jess) is an Assistant Professor at the Department of Education Policy and Leadership， the Education University of Hong Kong. As an academic， Jess studies the social， relational and ethical implications of advanced technologies (in particular， GenAI) on educational assessment， as well as the governance／regulation of these technologies through education policies at different levels.Chrysa Pui Chi Keung is an Assistant Professor at the Department of Education Policy and Leadership， the Education University of Hong Kong. Chrysa has her expertise in educational inequality， parental involvement and teacher development. In recent years， she engage

7 January 2025 at 04:15

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