ORSMOND, Paul

Davies, Ian and ORSMOND, Paul (2023) Connecting Clinical Practice and Higher Education. The Biomedical Scientist, 66 (2). pp. 33-35.

ORSMOND, Paul and DAVIES, Ian (2020) Rethinking Approaches to Learning. The Biomedical Scientist, 64 (7). pp. 52-53.

MERRY, Stephen and ORSMOND, Paul (2018) Peer assessment: the role of relational learning through communities of practice. Studies in Higher Education. pp. 1-11. ISSN 0307-5079

ORSMOND, Paul and MERRY, Stephen (2017) Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education, 42 (2). pp. 289-303. ISSN 0260-2938

ORSMOND, Paul and MERRY, Stephen (2015) Tutors’ assessment practices and students’ situated learning in higher education: Chalk and Cheese, Assessment and Evaluation. Assessment & Evaluation in Higher Education, 42 (2). pp. 289-303. ISSN 1469-297X

SKINGSLEY, Dave, MERRY, Stephen, MITCHELL, Paul and ORSMOND, Paul (2015) Biology students' learning from video exemplars of practical techniques: some lessons for teaching strategies. Innovative Practice in Higher Education, 2 (2). ISSN 2044-3315

ORSMOND, Paul and ZVAUYA, R (2014) Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study,. Advances in Health Science Education, 20. pp. 479-497. ISSN 1573-1677

ORSMOND, Paul, MERRY, Stephen and Callaghan, Arthur (2013) Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education, 38 (6). pp. 890-906. ISSN 0307-5079

ORSMOND, Paul, Maw, Stephen J., Park, Julian R., Gomez, Stephen and Crook, Anne C. (2013) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education, 38 (2). pp. 240-252. ISSN 0260-2938

ORSMOND, Paul and MERRY, Stephen (2013) The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates. Assessment & Evaluation in Higher Education, 38 (6). pp. 737-753. ISSN 0260-2938

ORSMOND, Paul and MERRY, Stephen (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36 (2). pp. 125-136. ISSN 0260-2938