Edited by Carol Evans, Honorary Visiting Professor, Cardiff University, Wales and Michael Waring, School of Education, University of Leeds, UK

• Contents:Foreword xvii John Hattie PART I INTRODUCTION TO THE RESEARCH HANDBOOK ON INNOVATIONS IN ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION 1 Exploring innovations in assessment and feedback in higher education 2 Carol Evans and Michael Waring PART II BUILDING SELF-REGULATORY CAPACITY: ASSESSMENT FEEDBACK AND LITERACY CONSIDERATIONS 2 Promises and challenges in developing self-regulatory assessment and feedback practices in diverse higher education contexts 16 Daniel L. Dinsmore, Gordon F. M. Rakita, and Amanda M. Kulp 3 Goal-setting practices that connect feedback with action in higher education 38 Mark Jellicoe and Alex Forsythe 4 Challenges and opportunities in supporting the assessment literacy of educators and students 53 Geraldine O’Neill, Eileen McEnvoy, and Terry Maguire 5 Student and teacher assessment literacy in higher education 70 Calvin Smith 6 Supporting the development of Graphic Arts’ students’ assessment literacy 82 Daniel Hobson and Carol Evans 7 Developing feedback currency within and between disciplines 116 Martina van Heerden 8 Designing opportunities for students to proactively seek out and generate feedback 134 Kieran Balloo and Edd Pitt 9 Student assessment and feedback literacy: fundamental to student learning, achievement and satisfaction 154 Berry O’Donovan 10 Supporting STEM students’ self-regulatory skills through developing their assessment literacy and evaluative judgement capabilities 168Laura Grange, Carol Evans, and Xiaotong ZhuPART III UNDERSTANDING OF INDIVIDUAL DIFFERENCES IN ASSESSMENT 11 The use of data analytics to support the development of assessment practices in higher education 194Bart Rienties, Dirk Tempelaar, Quan Nguyen, and Jekaterina Rogaten12 Neurophysiological affordances for assessment design and feedback: Biomarkers of student learning 210Azilawati Jamaludin and Tan Aik Lim13 Factors shaping cognitive styles in Singaporean college students: Implications for assessment and feedback practices in higher education 229Maria Kozhevnikov, Shuen Ho, Chow Chao Dong, and Alina Veronika Irene Strasser14 Addressing awarding gaps through assessment design 253Anna Mountford-Zimdars and Joanne Moore15 Social identities, norms, and context in student feedback literacy in higher education 278Kenneth I. Mavor and Ewan Bottomley16 Developing inclusive assessment practices within higher education: An indigenist perspective 294Kelly Menzel and Bindi Bennett17 Student ownership of assessment: Limits and possibilities as we engage with decolonisation 312Jan McArthurPART IV ASSESSMENT DESIGN CONSIDERATIONS 18 Facilitating students’ development of assessment and feedback skills through critical engagement with generative artificial intelligence 330Michael Waring and Carol Evans19 Changing demands and expectations: Developing higher education quality assurance practices 355Philipp Pohlenz, Markus Seyfried, and René Krempkow20 An integrated approach to improve the credibility and quality of assessment in higher education 372Gavin T. L. Brown21 Implementing electronic management of assessment and feedback in higher education 389Rachel Forsyth, Rod Cullen, and Mark Stubbs22 Change management of assessment: Politics of assessment in higher education 406Michael Draper, Alison Perry, and Joanne Berry23 Authentic assessment: Opportunities and challenges 425Nona Press, Kevin Ashford-Rowe, and Henk Huijser24 Facilitating programme-level change in higher education 443Cees van der Vleuten and Lonneke Schellekens25 Sustainable leadership of assessment in higher education 455Maureen Snow AndradePART V THE WAY FORWARD FOR ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION 26 Prioritising a self-regulatory assessment and feedback approach in higher education 479Carol Evans and Michael Waring

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