Publications
Selected publications
- Using Technology to Enhance the Student Experience in Large Cohort Settings: Evidence from a Journey of Innovation at the University of Manchester (Journal article - 2015)
- Using classroom response systems for creative interaction and engagement with students (Journal article - 2015)
2025
Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument
Rasooli, A., Turner, J., Varga-Atkins, T., Pitt, E., Asgari, S., & Moindrot, W. (2025). Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument. Assessment & Evaluation in Higher Education, 50(1), 111-126. doi:10.1080/02602938.2024.2354510
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications
Rasooli, A., Pitt, E., Turner, J., Varga-Atkins, T., Moindrot, W., Preston, S., & Asgari, S. (2025). Understanding students’ perceptions of fairness in group work assessment: key conditions and implications. Assessment & Evaluation in Higher Education, 1-13. doi:10.1080/02602938.2025.2502587
2022
Teaching with Twitter: An extension to the traditional learning environment.
Middleditch, P., Moindrot, W., & Rudkin, S. (2022). Teaching with Twitter: An extension to the traditional learning environment.. International Review of Economics Education, 41, 100252. doi:10.1016/j.iree.2022.100252
2015
Using classroom response systems for creative interaction and engagement with students
Middleditch, P., & Moindrot, W. (2015). Using classroom response systems for creative interaction and engagement with students. COGENT ECONOMICS & FINANCE, 3(1). doi:10.1080/23322039.2015.1119368
Using Technology to Enhance the Student Experience in Large Cohort Settings: Evidence from a Journey of Innovation at the University of Manchester
Middleditch, P., & Moindrot, W. (2015). Using Technology to Enhance the Student Experience in Large Cohort Settings: Evidence from a Journey of Innovation at the University of Manchester. Journal of Perspectives in Applied Academic Practice, 3(2). doi:10.14297/jpaap.v3i2.151