Selected Publications

  • Harrison C. 2018. Aiming for agency and authenticity in assessment. Perspect Med Educ, 348-349, vol. 7(6). link> doi>
  • Hart J, Byrne-Davis L, Wass V, Harrison C. 2019. Medical students' action plans are not specific. Clin Teach, 258-262, vol. 16(3). link> doi> full text>
  • Harrison CJ, Könings KD, Schuwirth LWT, Wass V, van der Vleuten CPM. 2017. Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Med Educ, 73, vol. 17(1). link> doi> full text>
  • Harrison CJ, Könings KD, Dannefer EF, Schuwirth LWT, Wass V, van der Vleuten CPM. Factors influencing students' receptivity to formative feedback emerging from different assessment cultures. Perspect Med Educ, 276-284, vol. 5(5). link> doi> link> full text>
  • Harrison C and Wass V. 2016. The challenge of changing to an assessment for learning culture. Med Educ, 704-706, vol. 50(7). link> doi> full text>

Full Publications Listshow

Journal Articles

  • Harrison C. 2018. Aiming for agency and authenticity in assessment. Perspect Med Educ, 348-349, vol. 7(6). link> doi>
  • Hart J, Byrne-Davis L, Wass V, Harrison C. 2019. Medical students' action plans are not specific. Clin Teach, 258-262, vol. 16(3). link> doi> full text>
  • Harrison CJ, Könings KD, Schuwirth LWT, Wass V, van der Vleuten CPM. 2017. Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Med Educ, 73, vol. 17(1). link> doi> full text>
  • Harrison CJ, Könings KD, Dannefer EF, Schuwirth LWT, Wass V, van der Vleuten CPM. Factors influencing students' receptivity to formative feedback emerging from different assessment cultures. Perspect Med Educ, 276-284, vol. 5(5). link> doi> link> full text>
  • Harrison C and Wass V. 2016. The challenge of changing to an assessment for learning culture. Med Educ, 704-706, vol. 50(7). link> doi> full text>
  • Wass V and Harrison C. 2014. Empowering the learner to reflect: do we need another approach?. Med Educ, 1146-1147, vol. 48(12). link> doi>
  • Harrison CJ, Molyneux AJ, Blackwell S, Wass VJ. 2015. How we give personalised audio feedback after summative OSCEs. Med Teach, 323-326, vol. 37(4). link> doi>
  • Harrison CJ, Könings KD, Schuwirth L, Wass V, van der Vleuten C. 2015. Barriers to the uptake and use of feedback in the context of summative assessment. Adv Health Sci Educ Theory Pract, 229-245, vol. 20(1). link> doi>
  • Lefroy J, Thomas A, Harrison C, Williams S, O'Mahony F, Gay S, Kinston R, McKinley RK. 2014. Development and face validation of strategies for improving consultation skills. Adv Health Sci Educ Theory Pract, 661-685, vol. 19(5). link> doi> full text>
  • Harrison CJ, Könings KD, Molyneux A, Schuwirth LWT, Wass V, van der Vleuten CPM. 2013. Web-based feedback after summative assessment: how do students engage?. Med Educ, 734-744, vol. 47(7). link> doi>
  • Wade L, Harrison C, Hollands J, Mattick K, Ricketts C, Wass V. 2012. Student perceptions of the progress test in two settings and the implications for test deployment. Adv Health Sci Educ Theory Pract, 573-583, vol. 17(4). link> doi>
  • harrison C, hart J, wass V, Harrison CJ. 2007. Learning to communicate using the Calgary-Cambridge framework. The Clinical Teacher. doi>

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