assessment

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

consortium

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

coursework

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

Digital learning

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

e-Reflect

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

educational theory

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

efficiency

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

exam

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

feedback

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

feedforward

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

JISC

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

Learning Design

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

MAC

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

online

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

PDP

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

peer

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

reflection

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

SOS model

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

strategy

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

tutor

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)

VLE

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:10.3402/rlt.v19i3.7782)