Collection's Items (Sorted by Submit Date in Descending order): 21 to 36 of 36
| Issue Date | Title | Author(s) |
| 2006 | Challenges in producing a portfolio for assessment | Tisani, N |
| 2006 | Teachers’ assessment practices: implications for successful implementation of continuous assessment programmes | Nsibande, R |
| 2006 | Exploring the use of professional dialogue to enhance reflection on practice | Nsibande, R |
| 2006 | Understanding students’ learning styles | Mkonto, Nosisana |
| 2006 | Juggling change in learning awareness: lecturers, peer facilitators, novice learners and academic developers get in on the act! | Hewson, C ; Pearce, C |
| 2006 | The role of difference in the creation of responsive curriculum | Garraway, James |
| 2006 | Knowledge difference and boundary activity between different communities | Garraway, James |
| 2006 | Crossing boundaries in assessment | Garraway, James |
| 2006 | The interpretation of knowledge in higher education during the recognition of prior learning: a theoretical analysis | De Graaff-Mazaza, FH |
| 2006 | When assessment mediates the gap between vocational and academic literacy | Deyi, S |
| 2006 | The impact that the language used in giving feedback has on students’ writings | Deyi, S |
| 2007 | Strengthening the practice of interdisciplinary research in engineering and educational collaboration | Winberg, C |
| 2007 | What is meant by professional development in higher education and how can HELTASA contribute? | Volbrecht, T |
| 2007 | Conducting formative evaluations in higher education | Nsibande R & Garraway, J |
| 2007 | Using the concept of currere to understand and re-conceptualise best practices for effective supervision | Nsibande, R |
| 2007 | Knowledge claims in RPL: analysis of four applications at CPUT | De Graaff-Mazaza, FH |
Collection's Items (Sorted by Submit Date in Descending order): 21 to 36 of 36