Tansy Jessop
Tansy Jessop
PVC Education University of Bristol
Verified email at bristol.ac.uk
TitleCited byYear
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
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
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
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
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
Equivocal tales about identity, racism and the curriculum
T Jessop, A Williams
Teaching in Higher Education 14 (1), 95-106, 2009
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
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
The implications of programme assessment patterns for student learning
T Jessop, C Tomas
Assessment & Evaluation in Higher Education 42 (6), 990-999, 2017
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
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
The TESTA project: research inspiring change
T Jessop, Y El-Hakim, G Gibbs
Educational Developments 12 (4), 12-16, 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
TESTA in 2014: A way of thinking about assessment and feedback
T Jessop, Y El Hakim, G Gibbs
Educational Developments 15 (2), 21-23, 2014
A model of best practice at Loreto Day School
T Jessop
Sealdah Calcutta Occasional Paper, Department for International Development, 1998
A model of best practice at Loreto Day School, Sealdah, Calcutta
T Jessop
Department for International Development (India), Education Sector Group, 1998
Spaces, pedagogy and power: A case study
T Jessop, A Smith
Proceedings of HEA Annual Conference, 2008
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
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
Inspiring transformation through TESTA’s programme approach
T Jessop
Scaling up Assessment for Learning in Higher Education, 49-64, 2017
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