This presentation briefly introduces two useful open access online tools for reviewing Assessment in Higher Education at institutional level (A marked Improvement) and at programme level (TESTA). The presentation then goes on to highlight critical issues within current approaches to enhancing assessment practice in higher education. These issues include the general overemphasis on institutional procedures rather than focusing on the quality of student work. They also include the problem that tightly defined 'measurable' learning outcomes may represent the cutting edge of high accountability Neoliberal educational policy and encourage strategic approaches to learning by students
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
Assessment is probably the most important thing we can do to help our students learn. We may not li...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
In considering assessment practice in education programmes it is important to consider three context...
In considering assessment practice in education programmes it is important to consider three context...
This paper draws on two case studies from UK universities to advance debate regarding assessment str...
In considering assessment practice in education programmes it is important to consider three context...
In considering assessment practice in education programmes it is important to consider three context...
Assessment strongly influences students’ learning. Well designed and managed, it has the power to dr...
Assessment strongly influences students’ learning. Well designed and managed, it has the power to dr...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
Assessment is probably the most important thing we can do to help our students learn. We may not li...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
This presentation briefly introduces two useful open access online tools for reviewing Assessment in...
In considering assessment practice in education programmes it is important to consider three context...
In considering assessment practice in education programmes it is important to consider three context...
This paper draws on two case studies from UK universities to advance debate regarding assessment str...
In considering assessment practice in education programmes it is important to consider three context...
In considering assessment practice in education programmes it is important to consider three context...
Assessment strongly influences students’ learning. Well designed and managed, it has the power to dr...
Assessment strongly influences students’ learning. Well designed and managed, it has the power to dr...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
There are many challenges for the colleagues who teach and assess students in the twenty-first centu...
Assessment is probably the most important thing we can do to help our students learn. We may not li...