| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A forum on assessment, accountability and the humanities: Introduction: Minding – and managing – the gap
|
Huber, Mary Taylor
|
|
2013
|
12 |
1 |
p. 3-6
|
artikel
|
| 2 |
Augustine and the liberal arts
|
Kenyon, Erik
|
|
2013
|
12 |
1 |
p. 105-113
|
artikel
|
| 3 |
Concept mapping in the humanities to facilitate reflection: Externalizing the relationship between public and personal learning
|
Kandiko, Camille
|
|
2013
|
12 |
1 |
p. 70-87
|
artikel
|
| 4 |
Learning outcomes assessment and History: TEQSA, the After Standards Project and the QA/QI challenge in Australia
|
Brawley, Sean
|
|
2013
|
12 |
1 |
p. 20-35
|
artikel
|
| 5 |
More than limited learning: The case for focusing on the disciplines
|
Heiland, Donna
|
|
2013
|
12 |
1 |
p. 7-19
|
artikel
|
| 6 |
Novel readings: The history of a writing community by a partial, prejudiced, & ignorant Historian
|
King, Virginia
|
|
2013
|
12 |
1 |
p. 88-104
|
artikel
|
| 7 |
Understanding arts and humanities students’ experiences of assessment and feedback
|
Adams, Joelle
|
|
2013
|
12 |
1 |
p. 36-52
|
artikel
|
| 8 |
Using your profanisaurus: Comparisons, analogies and cultural capital in two English Literature seminars
|
Bruce, Susan
|
|
2013
|
12 |
1 |
p. 53-69
|
artikel
|
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