| The whole is greater than the sum of its parts: A large-scale study of students’ learning in response to different programme assessment patterns T Jessop, Y El Hakim, G Gibbs Assessment & Evaluation in Higher Education 39 (1), 73-88, 2014 | 143 | 2014 |
| A study of teacher voice and vision in the narratives of rural South African and Gambian primary school teachers T Jessop, A Penny International Journal of Educational Development 18 (5), 393-403, 1998 | 128 | 1998 |
| The implications of programme assessment patterns for student learning T Jessop, C Tomas Assessment & Evaluation in Higher Education 42 (6), 990-999, 2017 | 89 | 2017 |
| Space frontiers for new pedagogies: a tale of constraints and possibilities T Jessop, L Gubby, A Smith Studies in Higher Education 37 (2), 189-202, 2012 | 81 | 2012 |
| The influence of disciplinary assessment patterns on student learning: A comparative study T Jessop, B Maleckar Studies in Higher Education 41 (4), 696-711, 2016 | 73 | 2016 |
| Formative assessment: missing in action in both research-intensive and teaching focused universities? Q Wu, T Jessop Assessment & Evaluation in Higher Education 43 (7), 1019-1031, 2018 | 54 | 2018 |
| Graduate students’ perceptions of written feedback at a private university in Pakistan L Ghazal, RB Gul, M Hanzala, T Jessop, A Tharani International Journal of Higher Education 3 (2), 13, 2014 | 52 | 2014 |
| Equivocal tales about identity, racism and the curriculum T Jessop, A Williams Teaching in Higher Education 14 (1), 95-106, 2009 | 49 | 2009 |
| Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns T Jessop, N McNab, L Gubby Active Learning in Higher Education 13 (2), 143-154, 2012 | 48 | 2012 |
| Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities C Tomas, T Jessop Assessment and Evaluation in Higher Education, 1-11, 2018 | 45 | 2018 |
| Big brother or harbinger of best practice: Can lecture capture actually improve teaching? P Joseph‐Richard, T Jessop, G Okafor, T Almpanis, D Price British Educational Research Journal 44 (3), 377-392, 2018 | 44 | 2018 |
| A story behind a story: Developing strategies for making sense of teacher narratives TS Jessop, AJ Penny International Journal of Social Research Methodology 2 (3), 213-230, 1999 | 37 | 1999 |
| Towards a language of possibility: critical reflection and mentorship in initial teacher education AJ Penny, KL Harley, TS Jessop Teachers and Teaching 2 (1), 57-69, 1996 | 29 | 1996 |
| TESTA in 2014: A way of thinking about assessment and feedback T Jessop, Y El Hakim, G Gibbs Educational Developments 14 (3), 2014 | 25 | 2014 |
| Towards a grounded theory of teacher development: A study of the narratives of rural primary teachers in KwaZulu-Natal TS Jessop University of Southampton, 1997 | 24 | 1997 |
| A phenomenographic study of research informed teaching through the eyes of Masters’ students P Joseph-Richard, T Jessop Studies in Higher Education 45 (4), 847-861, 2020 | 21 | 2020 |
| TESTA: Research inspiring change T Jessop, Y El Hakim, G Gibbs Educational Developments 12 (4), 12-16, 2011 | 21 | 2011 |
| The creation of virtual communities in a primary initial teacher training programme A Williams, D Tanner, T Jessop Journal of Education for Teaching 33 (1), 71-82, 2007 | 16 | 2007 |
| A model of best practice at Loreto Day School, Sealdah, Calcutta T Jessop Department for International Development (India), Education Sector Group, 1998 | 10 | 1998 |
| Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire J Batten, T Jessop, P Birch Assessment & Evaluation in Higher Education 44 (2), 309-320, 2019 | 9 | 2019 |
Yaz El HakimSenior Teaching Fellow, University of SouthamptonVahvistettu sähköpostiosoite verkkotunnuksessa soton.ac.uk
