2.2.8. MATERIALS FOR FURTHER READING

  • Amante, L., Oliveira, I. R., & Gomes, M. J. (2019). E-Assessment in Portuguese Higher Education: Framework and Perceptions of Teachers and Students. In A. Azevedo, & J. Azevedo (Ed.), Handbook of Research on E-Assessment in Higher Education (pp. 312-333). IGI Global. https://doi.org/10.4018/978-1-5225-5936-8.ch013
  • García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.616059
  • García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning (pp. 85–98). Springer Singapore. https://doi.org/10.1007/978-981-15-7869-4_6
  • Jackel, B., Pearce, J., Radloff, A., & Edwards, D. (2017). Assessment and Feedback in Higher Education: A Review of Literature for the Higher Education Academy. Higher Education Academy. https://research.acer.edu.au/higher_education/53
  • Jönsson, A., & Prins, F. (2019). Editorial: Transparency in Assessment—Exploring the Influence of Explicit Assessment Criteria. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00119
  • Reister, M. & Blanchard, S.B. (2020). Tips and Tools for Implementing Progress Monitoring. Kappa Delta Pi Record, 56(3), 128-134. DOI: 10.1080/00228958.2020.1770006
  • Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum‐based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(8), 795–819. https://doi.org/10.1002/pits.20113


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