Cited By :3; Export Date: 23 February 2015; Correspondence Address: Lynch, R.; University of Limerick, Castletroy, Limerick, Ireland; email: raymond.lynch@ul.ie; References: Agostinho, S., Naturalistic inquiry in e-learning research (2004) International Journal, 4 (1), pp. 13-26; Anderson, L., Krathwohl, D., Bloom, B., (2001) A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, , New York: Longman; Athanassiou, N., McNett, J., Harvey, C., Critical thinking in the management classroom: Bloom's taxonomy as a learning tool (2003) Journal of Management Education, 27 (5), pp. 533-555; Barron, B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., Bransford, J., Doing with understanding: Lessons from research on problem-and project-based learning (1998) The Journal of the Learning Sciences, 7 (3), pp. 271-311; Biggs, J., Tang, C., Corporation, E., (1999) Teaching for quality learning at university, , Buckingham: Open University Press; Black, P., Harrison, C., Lee, C., (2003) Assessment for learning: Putting it into practice, , Philadelphia: Open University Press; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education: Principles, policy and practice, 5 (1), pp. 7-74; Black, P., Wiliam, D., Inside the black box: Raising standards through classroom assessment (1998) Phi Delta Kappan, 80 (2), pp. 1-13; Bloom, B., (1956) Taxonomy of educational objectives: The classification of educational goals, , New York: Longmans Green; Bloom, B.S., Mastery learning (1971) Mastery learning, theory and practice, pp. 47-63. , In: Block J.H., editors New York: Holt, Rinehart, and Winston; Boud, D., Cohen, R., Sampson, J., Peer learning and assessment (2001) Peer learning in higher education: Learning from & with each other, pp. 67-81. , In: Boud D., Cohen R., Sampson J., editors London: Kogan Page; Boud, D., Feletti, G., (1998) The challenge of problem-based learning, , London: Routledge; Britzman, D., (2003) Practice makes practice. A critical study of learning to teach, , Albany: State of New York Press; Broadfoot, P., (1996) Education, assessment, and society: A sociological analysis, , Buckingham: Open University Press; Carless, D., Learning-oriented assessment: Conceptual bases and practical implications (2007) Innovations in Education and Teaching International, 44 (1), pp. 57-66; Cheng, M.M.H., Cheng, A.Y.N., Tang, S.Y.F., Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong (2010) Journal of Education for Teaching, 36 (1), pp. 91-104; Clifford, V., The development of autonomous learners in a university setting (1999) Higher Education Research & Development, 18 (1), pp. 115-128; Cohen, L., Manion, L., Morrison, K., (2007) Research methods in education, , New York: Routledge; Dow, W., The need to change pedagogies in science and technology subjects: A European perspective (2006) International Journal of Technology and Design Education, 16 (3), pp. 307-321; Entwistle, N., Approaches to learning and perceptions of the learning environment (1991) Higher Education, 22 (3), pp. 201-204; Entwistle, N., Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts Paper presented at the Teaching and Learning Research Programme ConferenceEntwistle, N., Ramsden, P., (1982) Understanding student learning, , New York: Croom Helm; Falchikov, N., Goldfinch, J., Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks (2000) Review of Educational Research, 70 (3), pp. 287-322; Felder, R., Spurlin, J., Applications, reliability and validity of the Index of Learning Styles (2005) International Journal of Engineering Education, 21 (1), pp. 103-112; Granberg, C., E-portfolios in teacher education 2002-2009: The social construction of discourse, design and dissemination (2010) European Journal of Teacher Education, 33 (3), pp. 309-322; Gunderman, R., Williamson, K., Frank, M., Heitkamp, D., Kipfer, H., Learner-centered education (2003) Radiology, 227 (1), p. 15; Hill, D., Critical teacher education, new labour, and the global project of neoliberal capital (2007) Policy Futures in Education, 5 (2), pp. 204-225; Hopson, M., Simms, R., Knezek, G., Using a technology-enriched environment to improve higher-order thinking skills (2001) Journal of Research on Technology in Education, 34 (2), pp. 109-120; Keppell, M., Au, E., Chan, C., Peer learning and learning-oriented assessment in technology-enhanced environments (2006) Assessment and Evaluation in Higher Education, 31 (4), pp. 453-464; Knight, P., Summative assessment in higher education: practices in disarray (2002) Studies in Higher Education, 27 (3), pp. 275-286; Krathwohl, D., A revision of Bloom's Taxonomy: An overview (2002) Theory into Practice, 41 (4), pp. 212-218; Liu, N., Carless, D., Peer feedback: The learning element of peer assessment (2006) Teaching in Higher Education, 11 (3), pp. 279-290; LoBiondo-Wood, G., Haber, J., (1998) Nursing research: Methods, critical appraisal and utilization, , St Louise: Missouri Mosby; Lortie, D., (1975) Schoolteacher: A sociological study, , Chicago: University of Chicago Press; McGourty, J., Dominick, P., Reilly, R., Incorporating student peer review and feedback into the assessment process Paper presented at the Frontiers in Education ConferenceMcMahon, T., Peer feedback in an undergraduate programme: Using action research to overcome students' reluctance to criticise (2010) Educational Action Research, 18 (2), pp. 273-287; McNiff, J., Whitehead, J., (2006) All you need to know about action research, , London: Sage; Meirink, J.A., Meijer, P.C., Verloop, N., Bergen, T.C.M., How do teachers learn in the workplace? An examination of teacher learning activities (2009) European Journal of Teacher Education, 32 (3), pp. 209-224; Nicol, D., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Palloff, R., Pratt, K., (2001) Lessons from the cyberspace classroom: The realities of online teaching, , San Francisco: Jossey-Bass; Papinczak, T., Young, L., Groves, M., Peer assessment in problem-based learning: A qualitative study (2007) Advances in Health Sciences Education, 12 (2), pp. 169-186; Parsons, L., (2005) Bullied teacher bullied student: How to recognize the bullying culture in your school and what to do about It, , Ontario: Pembroke Press; Prince, M., Felder, R., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) Journal of Engineering Education, 95 (2), pp. 127-138; Robson, C., (2002) Real world research: A resource for social scientists and practitioner-researchers, , Oxford: Blackwell; Ryan, M., Irwin, J., Bannon, F., Mulholland, C., Baird, A., Observations of veterinary medicine students' approaches to study in pre-clinical years (2004) Journal of Veterinary Education, 31 (3), p. 242; Sadler, D., Formative assessment: Revisiting the territory (1998) Assessment in Education: Principles, policy and practice, 5 (1), pp. 77-84; Sadler, P., Good, E., The impact of self-and peer-grading on student learning (2006) Educational Assessment, 11 (1), pp. 1-31; Scouller, K., The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay (1998) Higher Education, 35 (4), pp. 453-472; Showers, B., Joyce, B., The evolution of peer coaching (1996) Educational Leadership, 53, pp. 12-16; Sluijsmans, D., Dochy, F., Moerkerke, G., Creating a learning environment by using self-, peer-and co-assessment (1998) Learning Environments Research, 1 (3), pp. 293-319; Sluijsmans, D.M.A., Brand-Gruwel, S., van Merriënboer, J.J.G., Peer assessment training in teacher education: Effects on performance and perceptions (2002) Assessment and Evaluation in Higher Education, 27 (5), pp. 443-454; Somervell, H., Issues in assessment, enterprise and higher education: The case for self-, peer and collaborative assessment (1993) Assessment and Evaluation in Higher Education, 18 (3), pp. 221-233; Struyven, K., Dochy, F., Janssens, S., Teach as you preach': the effects of student-centred versus lecture-based teaching on student teachers' approaches to teaching (2010) European Journal of Teacher Education, 33 (1), pp. 43-64; Sydow, J., Lindkvist, L., DeFillippi, R., Project-based organizations, embeddedness and repositories of knowledge: Editorial (2004) Organization Studies, 25 (9), pp. 1475-1489; Trigwell, K., Prosser, M., Waterhouse, F., Relations between teachers' approaches to teaching and students' approaches to learning (1999) Higher Education, 37 (1), pp. 57-70; van Gennip, N.A.E., Segers, M.S.R., Tillema, H.H., Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009) Educational Research Review, 4 (1), pp. 41-54; Windschitl, M., The WWW and classroom research: What path should we take? (1998) Educational Researcher, 27 (1), pp. 28-33