Jessop, T. and Maleckar, B. (2014) The influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education. http://www.tandfonline.com/doi/pdf/10.1080/03075079.2014.943170 (Open Access).

Jessop, T., El Hakim, Y. and Gibbs, G. (2014) TESTA in 2014: A way of thinking about assessment and feedback. Educational Developments. 15(2). 21-23. June 2014. Published by SEDA.

Jessop, T., El Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large-scale study of students' learning in response to different programme assessment patterns. Assessment and Evaluation in Higher Education. 39(1).73-88. Available at: http://dx.doi.org/10.1080/02602938.2013.792108

Jessop, T. (2012) TESTA National Teaching Fellowship Project Final Report.
Available at: http://www.heacademy.ac.uk/projects/detail/ntfs/ntfsproject_winchester09

 

 

Jessop, T., McNab, N. And Gubby, L. (2012) Mind the gap: An analysis of how quality assurance procedures influence programme assessment patterns. Active Learning in Higher Education. 13(3). 143-154.

 

Jessop, T., El Hakim, Y. and Gibbs, G. (2011) TESTA: Research Inspiring Change. Educational Developments 12(4). 12-16. Published by SEDA. http://www.seda.ac.uk/?p=5_4_1&;pID=12.4

Jessop, T., Lawrence, P. and Clarke, H. (2011) TESTA: Case Study of a Change Process. BA Primary, University of Winchester. Available at: http://escalate.ac.uk/studentfeedback

Gibbs, G. & Dunbar-Goddet, H. (2009) Characterising programme-level assessment environments that support learning. Assessment & Evaluation in Higher Education. 34(4): 481-489.

 

Gibbs, G. and Simpson, C. (2004) Conditions Under Which Assessment Supports Students' Learning. Learning and Teaching in Higher Education (LATHE). 3-31. Available at: http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/issue1.pdf