Publications

Books

Sambell, K., Brown, S. and Graham, L. (2017) Professionalism in Practice: New Directions in Learning, Teaching and Assessment in Higher Education. London; Palgrave.

Sambell, Kay, McDowell, Liz and Montgomery, Catherine (2013) Assessment for learning in higher education. Routledge, Abingdon. ISBN 9780415586580

Sambell, Kay, Gibson, Mel and Miller, Sue (2010) Studying childhood and early childhood: a guide for students [2nd edition]. SAGE study skills . Sage, London. ISBN 184920134X

Miller, S and Sambell, K. (2004)  Contemporary Issues in Childhood: Approaches to Teaching and Learning. Newcastle: Northumbria University Press .

Book Chapters

Reimann, N., Sambell, K., Sadler, I. and Kreber, C. (in press 2021) ‘Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning’. In Kjaergaard A., Lindgreen, A., Rosier, E., Thomsen, T. U. and Tuncdogan, A. (eds) (2021), Teaching and Learning in Business Schools, Edward Elgar.

Sambell, K. & Sambell, A. (2019) Developing autonomy via Assessment for Learning: students’ views of their involvement in self and peer review activities. In Bryan, C & Clegg, K. (eds) Innovative Assessment in HE (2nd Edition). 173-189

Sambell, Kay (2015) Building real-time feedback into large group teaching. In Natalia González Fernández, Irina Salcines Talledo, Elena García Ruiz (eds) Tendencias emergentes en evaluación formativa y compartida en docencia .

Sambell, Kay and Graham, Linda (2014) Engaging Experienced Students as Academic Mentors in Support of the First Year Experience: The Epistemic Apprenticeship Project. In: Understanding and Developing Student Engagement. SEDA Series . Routledge , Oxfordshire, UK & New York, NY, pp. 203-217. ISBN 9780415843386

Mcdowell, Liz and Sambell, Kay (2014) Assessment for learning environments: A student-centred perspective. In Kreber, C et al (eds) Advances and Innovations in University Assessment and Feedback. Edinburgh: Edinburgh University Press.

Sambell, Kay (2013) Engaging Students Through Assessment. In: The Student Engagement Handbook, Practice in Higher Education. Emerald , Bingley, UK, pp. 379-396. ISBN 9781781904237

Sambell, Kay (2013) Involving students in the scholarship of assessment: student voices on the feedback ‘agenda for change’. In: Reconceptualising feedback in higher education. Taylor & Francis, London, pp. 80-91. ISBN 9780415692359

Sambell, Kay (2013) Beyond face value: playing the game with ‘Sara’s Face’. In: Melvin Burgess. New Casebook . Palgrave MacMillan, London, pp. 81-97. ISBN 978-1137262790

Sambell, Kay (2013) Developing and using student-authored publications to increase staff and student awareness of the principles of assessment for learning. In: Supporting Student Diversity In Higher Education: A practical guide. Routledge, London, pp. 182-184. ISBN 9780415818230

Sambell, Kay (2012) ‘This was really different!’ Alternative perspectives on the student experience of assessment: alienation and engagement. In: Engaging with learning in Higher Education. Learning in Higher Education . Libri Publishing, Faringdon. ISBN 978-1907471537

Sambell, Kay (2012) “Here’s looking at you, kid”. From Big Brother to Big Brother: teenagers and surveillance. In: What do we tell the children? Critical essays on children’s literature. Cambridge Scholars Publishing, Newcastle-upon-Tyne, pp. 182-195. ISBN 978-1443837880

Sambell, Kay and Graham, Linda (2010) Towards an assessment partnership model?: students’ experiences of being engaged as partners in Assessment for Learning (AfL) enhancement activity. In: Staff-Student Partnerships in Higher Education. Continuum, pp. 31-47. ISBN 9781441187154

Sambell, Kay and Beven, Peter (2010) ‘I didn’t expect to get so much out of it myself’: student perspectives on the relationship between peer mentoring and self assessment. In: Students supporting students. SEDA Special (26). Staff and Educational Development Association (SEDA), London, pp. 15-18. ISBN 978-1902455480

Sambell, Kay and Gibson, Mel (2010) The medium became the message: the MEDAL project as learning space. In: FDTL voices: drawing from learning and teaching projects. Higher Education Academy, York, pp. 100-107. ISBN 978-1907207136

McDowell, Liz, Sambell, Kay and Davison, Gillian (2009) Assessment for learning : a brief history and review of terminology. In: Improving Student Learning Through the Curriculum. Oxford Centre for Staff and Learning Development, Oxford, pp. 56-64. ISBN 1873576786

Sambell, Kay (2009) Carnivalizing the future : mortal engines. In: Children’s literature: classic texts and contemporary trends. Palgrave Macmillan, pp. 374-386. ISBN 978-0230227149

Sambell, Kay (2008) Dire consequences? : the development of futuristic fiction as a genre for young readers. In: Reader Development in Practice: Bringing Literature to Readers. Facet , London, UK, pp. 121-136. ISBN 978-1856046244

McDowell, Liz, Sambell, Alistair and Sambell, Kay (2006) Supporting diverse students : developing learner autonomy via assessment. In: Innovative assessment in Higher Education. Routledge, pp. 158-168. ISBN 978-0415356428

Recent and selected papers 

➢Sambell, K., and Brown, S. (2021) Changing assessment for good: building on the emergency switch to promote future-oriented assessment and feedback designs, In Baughan, P. (ed) Assessment and Feedback in a Postpandemic Era: a Time for Learning and Inclusion. York: Advance HE pp11-21.

➢Sambell, K., Brown, S. and Adamson, L. (2021) Engaging with feedback processes in workplace settings: using student expertise to co-create resources to foster first-year students’ feedback literacy development. Student Engagement in HE Journal.3 (2) (pp54-73)

➢Sambell, K. and Graham, L. (2020) Managing exemplars to maximise learning: shifting the focus to inner feedback. Advance HE: On Your Marks:.Learner-focused feedback practices and feedback literacy. Ed. Patrick Baughan. Pp 11-20. York: Advance HE. Available at https://www.advance-he.ac.uk/news-and-views/your-marks-new-advance-he-publication-feedback-higher-education

➢ Sambell K and Graham L (2020) “We need to change what we’re doing.” Using pedagogic action research to improve teacher management of exemplars. Practitioner Research in Higher Education, Vol 13 No 1 pp3-17. Assessment Special Issue ISSN 1755-1382

➢ Holgate, P and Sambell, K. (2020) The Professional Doctorate by Portfolio: Alternative Assessment for Advanced Practitioner-Led Scholarship?  Practitioner Research in Higher Education, Vol 13 No 1 pp57-69 Assessment Special Issue ISSN 1755-1382 (accepted Feb 2020)

➢Grion, V., Serbati, A., Sambell, K., and Brown, S. (2020) Valutazione e feedback in DAD in tempo di emergenza: strategie d’azione nei contesti universitari (Assessment and feedback in times of emergency: action strategies in university contexts). In press, accepted August 2020.

➢ Brown, S.; Sambell, K. (2020): Building Bridges to the Future: Assessment which Promotes Learning post coronavirus. Edge Hill University. https://doi.org/10.25416/edgehill.12408968.v2

➢ Sambell, K. Brown, S., and Race, P. (2019) Assessment as a locus for engagement: priorities and practicalities. Italian Journal of Educational Research/Giornali Italiano della Ricerca Educativa, 22, Rome:  Societa Italiano Recerca di Didacctica.

➢ Sambell, K., Brown, S., & Race, P. (2019). Assessment to Support Student Learning: Eight Challenges for 21st Century Practice. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 11(2). Retrieved from http://ojs.aishe.org/index.php/aishe-j/article/view/414. (Special issue on assessment).

➢ Reimann,N, Sadler, I & Sambell, K (2019) What’s in a word? Practices associated with feedforward in higher education. Assessment and Evaluation in Higher Education. 44(8), pp.1279-1290.

➢ Sambell, K. & Sambell, A. (2019) Developing autonomy via Assessment for Learning: students’ views of their involvement in self and peer review activities. In Bryan, C & Clegg, K. (eds) Innovative Assessment in HE (2nd Edition). 173-189

➢ Sambell, K. (2018) Towards Assessment for Learning in Higher Education. In Grion, V. and Serbati, A. (eds) Assessment of Learning or Assessment for Learning? Towards a culture of sustainable assessment in Higher Education. Italy: PENSA. 31-46.

➢ Boyd, P. & Sambell, K. (2018)  Editorial: Special issue on assessment. Practitioner Research in Higher Education vol 11 2018.

➢ Sambell, K. (2016) Assessment and feedback in higher education: considerable room for improvement? Student Engagement in Higher Education Journal, 1 (1)

➢Sambell, K., Barry-Cutter, E., & Price, N. (2011). Rethinking feedback in higher education: an assessment for learning perspective; Learning to learn: learning to cook: the F-word, feedback.

➢McDowell, L., Sambell, K., Bazin, V., Penlington, R., Wakelin, D., Wickes, H., & Smailes, J. (2006). Assessment for learning: Current practice exemplars from the centre for excellence in teaching and learning in assessment for learning. Northumbria University.

➢Sambell, Kay (2010) Enquiry-based learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education, 4 (1). pp. 52-65

➢Sambell, Kay and Graham, Linda (2009) Rethinking feedback: an assessment for learning perspective. HE Focus Quarterly Journal, 1 (1). p. 2.

➢McDowell, Liz and Sambell, Kay (2005) Negotiating academic assignments : the experiences of widening participation and traditional students. In: Improving Student Learning : Diversity and Inclusivity. Oxford Centre for Staff and Learning Development, Oxford, pp. 149-158. ISBN 9781873576724

➢Sambell, K. (2011) Rethinking feedback in higher education: an assessment for learning perspective. Discussion Paper. ESCalate: HEA Subject Centre for Education, Bristol, 2011.

➢McDowell, Liz, Smailes, Joanne, Sambell, Kay and Wakelin, Delia (2008) Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all? Innovations in Education and Teaching International, 45 (2). pp. 145-153. ISSN 1470-3297

McDowell, Liz, Smailes, Joanne, Sambell, Kay, Sambell, Alistair and Wakelin, Delia (2008) Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all? Innovations in Education and Teaching International, 45 (2). pp. 143-153. ISSN 1470-3297

➢Sambell, Kay (2004) Carnivalizing the future: a new approach to theorizing childhood and adulthood in science fiction for young readers. The Lion and the Unicorn, 28 (2). pp. 247-

Beven, Peter and Sambell, Kay (2008) Student Peer Mentoring: an Assessment for Learning (AfL) perspective. University of Northumbria. ISBN 978-1861354358