REAP > Resources

Resources

This section provides a copy of all the papers in the REAP resources section as well as papers relevant to the PEER project. There are also links to other websites on assessment and feedback and other useful resources. Readers should also examine other sections of the website where resources are embedded in the web pages. A specific example is the 'At A Glance' right hand panels on other pages on this website that have relevant resource links.

New Papers (2019-20)

Nicol, D.J., Serbati, A. & Tracchi, M. (2019) Competence Development and Portfolios: Promoting reflection through peer review, All Irish Journal of Higher Education (AISHE-J), 11(2), 1-13. Download from site.

Nicol, D (2019) Reconceptualising feedback as an internal not an external process, Italian Journal of Educational Research, Special Issue, May. Download

Key papers on Peer Review

REAP publications

Nicol. D (2011) Good designs for written feedback. In: Svinicki, M and McKeachie, W J (eds) Teaching Tips: Strategies, Research and Theories for College and University Teachers. 13th edition. International edition. Wadsworth Cengage Learning. ISBN 13:9780495812340 (Available from the author on request, please email d.j.nicol@strath.ac.uk)

Nicol, D (2010) The foundation for graduate attributes: developing self-regulation through self and peer assessment. Published by The Quality Assurance Agency for Higher Education. Full Text

Nicol, D (2010) From monologue to dialogue: improving written feedback in mass higher education. Assessment and Evaluation in Higher Education.35(5) pps 501 -517.[Note: the editors of this journal have decided to include this article in a book that will be published in 2011]

Nicol, D (2010) Four recent papers on assessment and feedback with significant implications for practice. QAA Scotland Enhancement Themes. Graduates for the 21st Century. Full Text

Nicol, D and Draper, S (2009) A blueprint for transformational organisational change in higher education: REAP as a case study. In: Mayes, T; Morrison, D; Meller, H; Bullen, P and Oliver, M (eds) Education through technology-enhanced learning. Higher Education Academy. ISBN 978-1-907207-11-2. Full Text

Nicol, D. (2009), Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment and Evaluation in Higher Education, 34 (3) pps 335 -352.

Nicol, D and Owen, C (2009) Re-engineering assessment practices: A matrix for curriculum and institutional change. Educational Developments, 10(2), pps 5-10 (Available from the authors on request, please email catherine.owen@strath.ac.uk)

Nicol, D. (2009) Transforming assessment and feedback: enhancing integration and empowerment. Published by The Quality Assurance Agency for Higher Education. Full Text

Nicol, D (2008), Technology-supported assessment: A review of research. Upublished manuscript. Full Text

Nicol, D. (2007). Laying a foundation for lifelong learning: case studies of e-assessment in large 1st-year classes. British Journal of Educational Technology, 38(4), 668–678.

Nicol, D. (2007). E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31(1), pp. 53–64.
[Note: this paper was the second highest cited article in this journal averaged over the period 2004-09]

Nicol, D. (2007). Principles of good assessment and feedback: theory and practice. From the REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007.

Draper, S. & Nicol, D. J. (2006). Transformation in e-learning. Short paper corresponds to a talk given at ALT-C, Edinburgh, Sept 5-9, 2006.

Nicol, D. J. (2006). Increasing success in first year courses: assessment re-design, self-regulation and learning technologies. Paper to be presented at ASCILITE Conference, Sydney, Dec 3-6, 2006

Nicol, D. J. & Milligan, C. (2006). Rethinking technology-supported assessment in terms of the seven principles of good feedback practice. In C. Bryan and K. Clegg (Eds), Innovative Assessment in Higher Education, Taylor and Francis Group Ltd, London

Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218
[Note: This paper had the largest number of downloads from this journal in 2010, more than double the next largest. It is was also the most cited article averaged over the period 2004-2010]

Nicol, D.J. & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback practice. Higher Education Academy.

Nicol,D.J. & Boyle, J. T. (2003) Peer Instruction versus Class-wide Discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education 28(4), 457-473.

Boyle, J. T. & Nicol,D.J. (2003) Using classroom communication systems to support interaction and discussion in large class settings. ALT-J - Association for Learning Technology Journal 11(3), 43-57.

Nicol, D.J. & Coen, M. (2003) A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education. ALT-J - Association for Learning Technology Journal. 11(2), 46-60. (Version submitted to ALT-J).

Useful Websites

Assessment Futures is a website that takes the idea that assessment should be used to prepare students for future learning, It is consistent with this site in its emphasis on the idea that students must develop their own capacity to make judgements about their work relative to standards. The site was developed by David Boud at the University of Technology, Sydney with funding from the Australian Learning and Teaching Council. http://www.assessmentfutures.com

Assessment Standards Knowledge exchange (ASKe) is a CETL based at Oxford Brookes Business School. ASKe's has a range of resources for academic staff and students inluding leaflets that provide summaries of good practice with tips on applicaiton. One focus of the work of ASKe is that understanding of academic standards requires that students become members of a community of practice. This requires dialogue and student engagement with standards. Again the resources on this site complement those presented here.http://www.brookes.ac.uk/aske/index.html

The Higher Education Academy Subject Centres provide resources on assessment and feedback in different disciplines. There are papers journal articles, and case studies. The general location is http://www.heacademy.ac.uk, where links can be found to specific disciplinary resources.

The Centre for Excellence in Teaching and Learning in Assessment for Learning at the University of Northumbria was a HEFCE-funded CETL and has produced research reports, case studies and other resource materials. http://www.northumbria.ac.uk/sd/central/ar/academy/cetl_afl/

University of Melbourne has a web site with a policy on assessment and tips for new staff on assessment practice, http://www.cshe.unimelb.edu.au/assessinglearning/index.html

Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback, This publication by the Joint Information Systems Committee (JISC) uses the Assessment and Feeback Principles developed through the REAP project as a lens to examine how technology might be used to enhance assessment practices. There is a publication with case studies at www.jisc.ac.uk/digiassess and online resources, videos at www.jisc.ac.uk/assessresource

RESEARCH PAPERS

Learning and Teaching Conference, University of Glasgow, April 2-3 2019: Download article (1) below:

(1)

Nicol, D. (2018) Unlocking generative feedback through peer review. In V. Grion & A. Serbati (eds) Assessment of learning or assessment for learning; Towards a culture of sustainable assessment in higher education, e-book, Pensa Multimedia Editore, Italy. ISBN volume 978-88-6760-S/e-book ISSN collana 2420-904X. Download

(2)

Nicol, D.J., Thomson, A and Breslin, C. (2014) Rethinking feedback practices in higher education: A peer review perspective, Assessment and Evaluation in Higher Education, 39(1), 102-122. Download

(3)

Nicol, D (2014) Guiding principles of peer review: Unlocking learners’ evaluative skills. In C. Kreber, C. Anderson, N. Entwistle, and J. McArthur (eds), Advances and Innovations in University Assessment and Feedback, Edinburgh University Press. Download

(4)

Nicol, D. (2011) Developing students' ability to construct feedback, QAA Enhancement Themes, Graduates for the 21st Century Scotland. Download.

Re-engineering Assessment Practices in Higher Education

Resources

New Papers (2019-20)