Lin Norton

TL;DR: A questionnaire measuring nine different aspects of teachers' beliefs and intentions concerning teaching in higher education was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses as discussed by the authors.

TL;DR: In this paper, the authors discuss why teachers want to improve their teaching and/or what their students learn and what they teach and how to improve the teaching and learning of students.

TL;DR: This article conducted an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be "good" and "bad" work.

TL;DR: In this article, the authors argue that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning and propose to re-conceptualize assessment criteria as learning criteria using Biggs' principle of constructive alignment.

TL;DR: Taylor and Francis as discussed by the authors reviewed theory and evidence about the extent to which four core criteria for student writing-critical thinking, use of language, structuring, and argument-refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning.