Items where Author is "Sambell, Kay"

Brown, Sally and Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2024) Moving towards more authentic assessment design: making assessment work better for students. In: University of Cumbria's Learning & Teaching Conference, 12 June 2024, University of Cumbria, Lancaster, UK. (Unpublished)

Brown, Sally and Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2023) Rethinking assessment by creating more authentic, learning-oriented tasks to generate student engagement. In: Sánchez-Santamaría, José, (ed.) Formative and shared assessment to promote global university learning. IGI Global, Hershey, PA, US, pp. 150-167.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Graham, Linda (2022) Keep calm and carry on! Harnessing the power of inner feedback to help first years develop new knowledge in pandemic times. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Adamson, Liz (2022) Using student expertise in co-creating resources to foster feedback literacy. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Brown, Sally (2022) Pragmatic post-Covid assessment processes and practices. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Brown, Sally (2021) Changing assessment for good: building on the emergency switch to promote future-oriented assessment and feedback designs. In: Baughan, Patrick, (ed.) Assessment and feedback in a post-pandemic era: a time for learning and inclusion. Advance HE, York, UK, pp. 11-21.

Reimann, Nicola ORCID: https://orcid.org/0000-0002-2674-2761 , Sadler, Ian ORCID: https://orcid.org/0000-0002-1636-2052 and Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education, 44 (8). pp. 1279-1290.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Sambell, Alistair (2019) Developing autonomy via assessment for learning. In: Bryan, Cordelia and Clegg, Karen, (eds.) Innovative assessment in higher education: a handbook for academic practitioners, 2nd edition. Routledge, Taylor & Francis, London, UK, pp. 173-189.

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 and Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2018) Editorial: Practitioner Research in Higher Education, 11 (1). Practitioner Research in Higher Education, 11 (1). pp. 1-3.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Graham, Linda (2017) Erratum to: Professionalism in practice. In: Sambell, Kay, Brown, Sally and Graham, Linda, (eds.) Professionalism in practice. Palgrave Macmillan, Cham, Switzerland, E1-E2.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Graham, Linda (2017) Professionalism in practice: key directions in higher education learning, teaching and assessment. Palgrave Macmillan, Cham, Switzerland.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2017) Engaging students via assessment and feedback: working together with students. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, University of Cumbria, Carlisle, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2016) Assessment and feedback in higher education: considerable room for improvement? Student Engagement in Higher Education, 1 (1).

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2013) Engaging students through assessment. In: Dunne, Elisabeth and Owen, Derfel, (eds.) The student engagement handbook: practice in higher education. Emerald Group Publishing Limited, Bingley, UK, pp. 379-396.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2010) Enquiry-based learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education, 4 (1). pp. 52-61.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2008) Dire consequences?: the development of futuristic fiction as a genre for young readers. In: Hornby, Susan and Glass, Bob, (eds.) Reader development in practice: bringing literature to readers. Facet, London, UK, pp. 121-136.

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (1996) The use of future fictional time in novels for young readers. Doctoral thesis, University of York.