Adams, M and Brown, S (eds.) (2006) Towards Inclusive Learning in Higher Education London: Routledge.
Armstrong, M., Clarkson, P. and Noble, M. (1998), Modularity and credit frameworks: the NUCCAT survey and 1998 conference report, Newcastle-upon-Tyne, Northern Universities Consortiuum for Credit Accumulation and Transfer.
Biggs, J. and Tang, C. (2007) Teaching for Quality Learning at University, 3rd edition. OUP (Society for Research Into Higher Education)
Bridges, P., Cooper, A., Evanson, P., Haines, C., Jenkins, D., Scurry, D., Woolf, H. and Yorke, M (2002), ‘Coursework marks high examination marks low: discuss’, Assessment and Evaluation in Higher Education, vol. 27, no. 1, pp. 35-48.
Brown, S and Pickford, R (2006) Assessing live and practical skills, London: Routledge.
Covic, T. & Jones, M.K. (2008) "Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve?" Assessment and Evaluation in Higher Education, 33, 75-85.
Duncan, N. (2007) "Feedforward: Improving students' use of tutors' comments", Assessment and Evaluation in Higher Education, Vol 32 (3).
Francis R.A. (2008) "An investigation into the receptivity of undergraduate students to assessment empowerment". Assessment & Evaluation in Higher Education 33(5): 547-557
Higgins, R, Hartley, P. and Skelton A. (2002) "The conscientious consumer: reconsidering the role of assessment feedback in student learning." Studies in Higher Education, 27, 1, 53-64.
Knight, P & Yorke, M. (2003) Assessment, learning and employability, SRHE/OU Press
Sadler (2009), ‘Fidelity as a precondition for integrity in grading academic achievement’, Assessment and Evaluation in Higher Education
Yorke, M., Bridges, P and Woolf, H. (2000), ‘Mark distributions and marking practices in UK higher education; some challenging issues’, Active Learning in Higher Education, vol. 1, no. 1, pp. 7-27.
Tel: +44 (0)1274 233336
University of Bradford, Bradford, West Yorkshire, BD7 1DP, UK