Stuart Hepplestone
Biographic Data
| ID | 8901889 |
|---|---|
| NAME | Stuart Hepplestone |
| GIVEN NAMES | Stuart |
| FAMILY NAME | Hepplestone |
| SIGNATURE | HEPPLESTONE S |
| AFFILIATIONS | a Student and Learning Services, Sheffield Hallam University , Sheffield , UK |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 0 |
A role for technology in enhancing students’ engagement with feedback
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate stud…
Examining increased flexibility in assessment formats
There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006; Nicol and MacFarlane-Dick 2006; Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples …
No prominent works on this page.
A role for technology in enhancing students’ engagement with feedback
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate stud…
Examining increased flexibility in assessment formats
There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006; Nicol and MacFarlane-Dick 2006; Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples …
Evaluation of Teaching Practices (2 works) · Higher education (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Alternative assessment (1 work) · Computer Science (1 work) · Criterion-referenced test (1 work) · Curriculum (1 work)