• Dr. David Boud
  
• Dr. David Carless
  
• Dr. Eduardo García Jiménez
  
• Dr. David Nicol
  
• Dr. Gregorio Rodríguez Gómez
  
• Dr. Royce Sadler
  

Dr. David Boud

Emeritus professor at UTS (University of Technology  Sydney) in the Faculty of Arts and Social Sciences. He has been involved in research and teaching development in higher education for over 30 years. He has held numerous academic posts and in 2010 directs the research project "Future of assessment".

Some of his recent publications are:

Boud, D.J. (2008). Changing Practices in Doctoral Education. Routledge, London.

Boud, D.J. (2007). Rethinking Assessment for Higher Education: Learning for the Longer Term. Routledge, London.

Boud, D.J. y Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 3 (4), 399-413.

Dr. David Carless

Associate professor of the Faculty of Education (University of Hong Kong), Head of the Division of English Language Education. He has written about learning-oriented assessment, feedback and trust in relation to higher education assessment. He was previously the director of the LOAP research project (Learning Oriented Assessment Practices).

Some of his recent publications are:

Carless, D. (2011, forthcoming). From testing to productive student learning: implementing formative assessment in Confucian-heritage settings. New York: Routledge.

Carless, D., Joughin, G., Liu, N.F. y otros (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press.

Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment and Evaluation in Higher Education, 34 (1), 79-89.

Dr. Eduardo García Jiménez

Professor of Methodology of Educational Evaluation at University of Seville. He has held the post of Coordinator of innovation in the ANECA (National Agency of Quality Evaluation and Accreditation). From 1996 he has been developing evaluation and accreditation activities at university and non-university level. He has worked as external evaluator and trainer of evaluators at the National Plans of quality at the University Coordination Council, the programs of accreditation and institutional evaluation of ANECA and UCUA (Unity for the quality of Andalusian Universities).  He has participated in the evaluation of European projects and in the preparation of reports about accreditation for ANECA.

Some of his recent publications are:

García, E. (2008). Sense and Sensibility of Evaluators, in L.P. Koskos (Ed.). Quality Assurance in Higher Education: An Anthology of Best Practice. Athens, Hellenic American Union. 61-68.

Arboix, E. and García, E. (2008). Evaluation of teacher competence in Spain: The DOCENTIA programme, in A. Beso and others (Eds). Implementing and Using Quality Assurance: Strategy and Practice. A Selection of Papers from The 2nd European Quality Assurance Forum. Brussels, Belgium: EUA, 17-22.  

Álvarez, V., García, E., Flores, V. y Correa, J. (2008). Aproximación a la cultura de un centro universitario. Revista de Educación, nº 346, Págs. 139-166.

Dr. David Nicol

David Nicol, Professor of Higher Education, Centre for Academic Practice and Learning Enhancement at the University of Strathclyde (Glasgow, Scotland). Director of the REAP project (Reengineering Assessment Practices) and the First Year Experience and Assessment project. www.reap.ac.uk

Some of his recent publications are:

Nicol, D. (2009). Transforming Assessment and Feedback: Enhancing integration and empowerment in the first year. The Quality Assurance Agency for Higher Education: Glasgow.

Nicol, D. (2009). Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies. Assessment and Evaluation in Higher Education, 34 (3), 335-352.

Nicol, D. y Macfarlane-Dick D. (2006). Formative assessment and selfregulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.

Dr. Gregorio Rodríguez Gómez

Teacher of Research Methods in Education (University of Cádiz). He has developed evaluation and accreditation activities both at university and non-university level. He has worked as external evaluator of VERIFICA program in ANECA. Nowadays he is the coordinator of the Masters degree "Socio-educative evaluation and guidance" and director of the Re-Evalúa Research project (Re-engeneering of e-assessment, technologies and development of competencies in both university teachers and students).

Some of his recent publications are:

Rodríguez Gómez, G. (Dir.) (2009). EvalHIDA: Evaluación de Competencias con Herramientas de Interacción Dialógica Asíncronas (foros, blogs y wikis). Cádiz: Servicio de Publicaciones de la Universidad de Cádiz.

Rodríguez Gómez, G, Ibarra Sáiz, M.S. y Gómez Ruiz, M.A. (2011, en prensa). e-Autoevaluación en la universidad: Un reto para profesores y estudiantes. Revista de Educación (aceptado el 17/06/09).

Ibarra Sáiz, M.S. y Rodríguez Gómez, G. (2010). Los procedimientos de evaluación como elementos de desarrollo de la función orientadora en la universidad. Revista Española de Orientación y Psicopedagogía, 21 (2), 443-461.

Dr. Royce Sadler

Professor Royce Sadler is a Professor at the Griffith Institute for Higher Education, Griffith University (Brisbane – Australia). He has been teaching and researching in higher education for over 40 years at four different institutions. His research has been predominantly conceptual, and focused on the assessment of academic achievement, both formative and summative.

Sadler, D.R. (In press). Assessment in higher education. In E. Baker, B. McGaw & P. Peterson (eds). International encyclopedia of education. Oxford: Elsevier.

Sadler, D.R. (In press). Grade integrity and the representation of academic achievement. Studies in Higher Education.

Sadler, D.R. (2009). Indeterminacy in the use of preset criteria for assessment and grading in higher education. Assessment and Evaluation in Higher Education, 34, 159-179.