All Outputs (130)

Reconceptualising assessment to promote student learning, resilience and wellbeing (2019)
Presentation / Conference
Hill, J., Keywood, S., Malcolm, G., & West, H. (2019, July). Reconceptualising assessment to promote student learning, resilience and wellbeing. Paper presented at AdvanceHE Annual Conference, Northumbria University, Newcastle, UK

In this workshop we present results from a longitudinal mixed methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of inter-related cognitive and affectiv... Read More about Reconceptualising assessment to promote student learning, resilience and wellbeing.

Improving the student learning experience through dialogic feed-forward assessment (2019)
Journal Article
Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment and Evaluation in Higher Education, 45(1), 82-97. https://doi.org/10.1080/02602938.2019.1608908

Assessment feedback from teachers gains consistently low satisfaction scores in national surveys of student satisfaction, with concern surrounding its timeliness, quality and effectiveness. Equally, there has been heightened interest in the responsib... Read More about Improving the student learning experience through dialogic feed-forward assessment.

Teaching, learning and assessing in geography: a foundation for the future (2019)
Book Chapter
Hill, J., Walkington, H., & Dyer, S. (in press). Teaching, learning and assessing in geography: a foundation for the future. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography (1-18). Cheltenham: Edward Elgar Publishing

This chapter synthesises the themes from the book as a whole, identifying four principles that together build a solid foundation for successful teaching, learning and assessment of geography in higher education. These principles are: 1) entering the... Read More about Teaching, learning and assessing in geography: a foundation for the future.

Authentic assessment and feedback to develop life-long learning (2019)
Book Chapter
Hill, J., & Worth, N. (in press). Authentic assessment and feedback to develop life-long learning. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography (1-21). Cheltenham: Edward Elgar Publishing

This chapter will guide readers to develop assessment and feedback practices that will support geography undergraduate students to behave as reflective practitioners, developing skills for life-long learning. The chapter begins by outlining why appro... Read More about Authentic assessment and feedback to develop life-long learning.

Teaching and learning geography in higher education – an introduction to this handbook (2019)
Book Chapter
Walkington, H., Hill, J., & Dyer, S. (in press). Teaching and learning geography in higher education – an introduction to this handbook. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography (1-17). Cheltenham: Edward Elgar Publishing

This chapter outlines the values that underpin the handbook and its structure, then provides a flavour of each chapter in turn, so the reader has a sense of the breadth of coverage, before delving further into the specifics. The handbook have bee... Read More about Teaching and learning geography in higher education – an introduction to this handbook.

Handboook for Teaching and Learning in Geography (2019)
Book
Walkington, H., Hill, J., & Dyer, S. (in press). Handboook for Teaching and Learning in Geography. Cheltenham: Edward Elgar Publishing

This edited collection is a novel synthesis of international research, evidence-based practice and personal reflections, providing an overview of the current state of knowledge in the field of teaching geography in contemporary higher education. Stud... Read More about Handboook for Teaching and Learning in Geography.

Reflecting on ‘Directions’: rowing with the times and future developments (2019)
Journal Article
Healey, R. L., Healey, R., & Hill, J. (2019). Reflecting on ‘Directions’: rowing with the times and future developments. Journal of Geography in Higher Education, 43(2), 125-130. https://doi.org/10.1080/03098265.2019.1599832

This Editorial reflects on the ‘Directions’ section of the Journal of Geography in Higher Education over the last 25 years and highlights the new Co-Editors’ plans for the future of the section. We discuss how the section first emerged in the contex... Read More about Reflecting on ‘Directions’: rowing with the times and future developments.

Geographers and the scholarship of teaching and learning (2018)
Journal Article
Hill, J., Walkington, H., & King, H. (2018). Geographers and the scholarship of teaching and learning. Journal of Geography in Higher Education, 42(4), 557-572. https://doi.org/10.1080/03098265.2018.1515188

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteri... Read More about Geographers and the scholarship of teaching and learning.

Reflections on student-staff research partnership: Opportunities, benefits, & challenges (2018)
Presentation / Conference
West, H., & Hill, J. (2018, August). Reflections on student-staff research partnership: Opportunities, benefits, & challenges. Paper presented at Royal Geographical Society Annual International Conference, Cardiff, Wales

This paper explores the opportunities for student-staff partnership in the research process, before progressing to examine the benefits and challenges of such engagement. Using the model of Healey (2005), opportunities for student partnership in rese... Read More about Reflections on student-staff research partnership: Opportunities, benefits, & challenges.

Improving student outcomes through dialogic feed-forward assessment (2018)
Presentation / Conference
Hill, J., & West, H. (2018, August). Improving student outcomes through dialogic feed-forward assessment. Paper presented at International Geographical Union, Regional Conference, Quebec City, Canada

Assessment and feedback are fundamental to student learning and achievement and are arguably more influential to learning behaviour and learners’ experience than teaching. However, assessment feedback gains consistently low scores in national surveys... Read More about Improving student outcomes through dialogic feed-forward assessment.

Small rock-slope failures conditioned by Holocene permafrost degradation: a new approach and conceptual model based on Schmidt-hammer exposure-age dating, Jotunheimen, southern Norway (2018)
Journal Article
Matthews, J. A., Winkler, S., Wilson, P., Tomkins, M. D., Dortch, J. M., Mourne, R. W., …Vater, A. E. (2018). Small rock-slope failures conditioned by Holocene permafrost degradation: a new approach and conceptual model based on Schmidt-hammer exposure-age dating, Jotunheimen, southern Norway. Boreas, 47(4), 1144-1169. https://doi.org/10.1111/bor.12336

© 2018 Collegium Boreas. Published by John Wiley & Sons Ltd Rock-slope failures (RSFs) constitute significant natural hazards, but the geophysical processes that control their timing are poorly understood. However, robust chronologies can provide v... Read More about Small rock-slope failures conditioned by Holocene permafrost degradation: a new approach and conceptual model based on Schmidt-hammer exposure-age dating, Jotunheimen, southern Norway.

Interdisciplinary enquiry into learning and teaching: lessons from geography (2018)
Book Chapter
Hill, J., King, H., & Walkington, H. (2018). Interdisciplinary enquiry into learning and teaching: lessons from geography. In E. Cleaver, M. Lintern, & M. McLinden (Eds.), Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry(2nd). SAGE Publications

Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway (2018)
Journal Article
Matthews, J. A., Hill, J. L., Winkler, S., Owen, G., & Vater, A. E. (2018). Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway. CATENA, 170, 169-182. https://doi.org/10.1016/j.catena.2018.06.012

© 2018 Elsevier B.V. Specific tests of autosuccession (equivalent to non-replacement change in species composition) are made, in which pioneer communities on roadside verges and areas of patterned ground disturbed by cryoturbation are compared with m... Read More about Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway.

Building learning communities to enhance assessment (2018)
Presentation / Conference
Hill, J., & West, H. (2018, June). Building learning communities to enhance assessment. Paper presented at UWE Teaching & Learning Conference, Bristol, England

In this paper we will encourage you to reimagine assessment and feedback, supported by the latest research and evidence-informed practice, enabling you to deliver assessment that helps your students to learn, improves their performance, enhances thei... Read More about Building learning communities to enhance assessment.

Improving the student learning experience through dialogic feed-forward assessment (2018)
Presentation / Conference
Hill, J., & West, H. (2018, June). Improving the student learning experience through dialogic feed-forward assessment. Paper presented at Unravelling Assessment and Feedback Literacy Symposium, University of Surrey

Assessment feedback gains consistently low satisfaction scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically... Read More about Improving the student learning experience through dialogic feed-forward assessment.

Chronosequences of ant nest mounds from glacier forelands of Jostedalsbreen, southern Norway: Insights into the distribution, succession and geo-ecology of red wood ants (Formica lugubris and F. aquilonia) (2018)
Journal Article
Hill, J., Vater, A., Geary, A., & Matthews, J. (2018). Chronosequences of ant nest mounds from glacier forelands of Jostedalsbreen, southern Norway: Insights into the distribution, succession and geo-ecology of red wood ants (Formica lugubris and F. aquilonia). Holocene, 28(7), 1113-1130. https://doi.org/10.1177/0959683618761551

© 2018, The Author(s) 2018. Red wood ant nest mounds were investigated on terrain deglaciated since the mid-18th century at three outlet glaciers of the Jostedalsbreen ice cap in southern Norway. Chronosequence methodology was combined with a geo-eco... Read More about Chronosequences of ant nest mounds from glacier forelands of Jostedalsbreen, southern Norway: Insights into the distribution, succession and geo-ecology of red wood ants (Formica lugubris and F. aquilonia).

Improving the student learning experience through dialogic feed-forward assessment (2017)
Presentation / Conference
Hill, J., & West, H. (2017, December). Improving the student learning experience through dialogic feed-forward assessment. Paper presented at Society for Research into Higher Education Annual Conference, Celtic Manor, Wales

Assessment feedback gains consistently low satisfaction scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically... Read More about Improving the student learning experience through dialogic feed-forward assessment.

Preparing for multi-disciplinary undergraduate research conferences (2017)
Journal Article
Hill, J., West, H., & Kneale, P. (2018). Preparing for multi-disciplinary undergraduate research conferences. Journal of Geography in Higher Education, 42(1), 148-156. https://doi.org/10.1080/03098265.2017.1402872

This is the first of two articles that offer guidance to help you maximize the benefits from participating in multi-disciplinary conferences. In this paper, we explain why you might wish to participate, identify the usual conference format and prepar... Read More about Preparing for multi-disciplinary undergraduate research conferences.

Making the most of multi-disciplinary undergraduate research conferences (2017)
Journal Article
Hill, J., West, H., & Kneale, P. (2018). Making the most of multi-disciplinary undergraduate research conferences. Journal of Geography in Higher Education, 42(2), 311-316. https://doi.org/10.1080/03098265.2017.1402873

This is the second of two Directions articles, which together offer guidance to help you gain the maximum benefit from participating in institutional and national multi-disciplinary undergraduate research conferences. The article focuses on how to ma... Read More about Making the most of multi-disciplinary undergraduate research conferences.

Dialogic feed-forward assessment: Re-energising the undergraduate essay (2017)
Presentation / Conference
Hill, J., & West, H. (2017, August). Dialogic feed-forward assessment: Re-energising the undergraduate essay. Paper presented at Royal Geographical Society Annual International Conference, London, England

Assessment exercises a major influence on student learning and achievement (Boud 2007). Yet QAA subject reviews identify assessment practices as one of the weakest features of Higher Education (Rust et al. 2005). In terms of the student learning expe... Read More about Dialogic feed-forward assessment: Re-energising the undergraduate essay.