Hepplestone, S., Glover, I., Irwin, B., & Parkin, H. (2016). Setting out the role of feedback in the assessment process through both the student and tutor perspective. Practitioner Research in Higher Education, 10 (1), 81-90. http://22.214.171.124/ojs/index.php/prhe/index
Glover, I., Hepplestone, S., Parkin, H., Rodger, H., & Irwin, B. (2016). Pedagogy first: realising technology enhanced learning by focusing on teaching practice. British Journal Of Educational Technology, 47 (5), 993-1002. http://doi.org/10.1111/bjet.12425
Glover, I., Parkin, H., Hepplestone, S., Irwin, B., & Rodger, H. (2015). Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback. Research in Learning Technology, 23 (1), 27078. http://doi.org/10.3402/rlt.v23.27078
Hepplestone, S., & Chikwa, G. (2014). Understanding how students process and use feedback to support their learning. Professional Research in Higher Education, 8 (1), 41-53. http://126.96.36.199/ojs/index.php/prhe/article/view/167
Hepplestone, S., & Chikwa, G. (2014). Understanding how students process and use feedback to support their learning. Practitioner Research in Higher Education, 8 (1), 41-53. http://188.8.131.52/ojs/index.php/prhe/article/view/167
Irwin, B., Hepplestone, S., Holden, G., Parkin, H., & Thorpe, L.P. (2013). Engaging students with feedback through adaptive release. Innovations in Education and Teaching International, 50 (1), 51-61. http://doi.org/10.1080/14703297.2012.748333
Irwin, B., & Hepplestone, S. (2012). Examining increased flexibility in assessment formats. Assessment & Evaluation in Higher Education, 37 (7), 773-785. http://doi.org/10.1080/02602938.2011.573842
Hepplestone, S., Holden, G., Irwin, B., Parkin, H.J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: a literature review. Research in Learning Technology, 19 (2), 117-127. http://doi.org/10.1080/21567069.2011.586677
Parkin, H., Hepplestone, S., Holden, G., Irwin, B., & Thorpe, L.P. (2011). A role for technology in enhancing students’ engagement with feedback. Assessment and Evaluation in Higher Education, 37 (8), 963-973. http://doi.org/10.1080/02602938.2011.592934
Irwin, B., Childs, J., & Hepplestone, S. (2016). Assessment journey : a programme to provide a seamless and improved assessment experience for staff and students. In Blackboard Teaching and Learning Conference 2016, Groningen, Netherlands, 6 April 2016 - 8 April 2016.
Maragh, D., Hepplestone, S., Revill, J., & Warwick, S. (2015). The implementation journey for taking e-assessment/feedback from the sporadic to wide-spread adoption in Higher Education. In Association of Business Schools Conference, York, UK, 28 April 2015 - 29 April 2015.
Hepplestone, S. (2008). Masking marks: encouraging student engagement with useful feedback. In Higher Education Academy annual conference : Transforming the student experience, Harrogate, 1 July 2008 - 3 July 2008. http://www.heacademy.ac.uk/resources/detail/events/annualconference/2008/Ann_conf_2008_Stuart_Hepplestone
Hepplestone, S., & Mather, R. (2007). Meeting rising student expectations of online assignment submission and online feedback. In Khandia, F. (Ed.) Research into e-assessment. Proceedings of the 11th international computer assisted assessment conference held at Loughborough University, 10-11 July 2007. (pp. 269-275). Loughborough: Professional Development, Loughborough University: http://www.caaconference.com/pastConferences/2007/proceedings/Hepplestone%20S%20Mather%20R%20n1_formatted.pdf
Hepplestone, S., & Helm, P. (2003). Strategies for coping with unexpected uptake of CBA. In Christie, J. (Ed.) Proceedings for 7th CAA Conference 2003. (pp. 159-167). Loughborough: Loughborough University: http://www.caaconference.co.uk/pastConferences/2003/procedings/hepplestone.pdf