How can practice shape assessment?

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Assessment, Learning and Judgement in Higher Education, 2009, First, pp. 29 - 44
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Assessment in higher education is being challenged by a multiplicity of demands. The activities predominantly used examinations, assignments and other kinds of tests have emerged from within an educational tradition lightly influenced by ideas from psychological measurement, but mostly influenced by longstanding cultural practices in the academic disciplines. Assessment in higher education has for a long time been a process influenced more from within the university rather than externally. It has typically been judged in terms of how well it meets the needs of educational institutions for selection and allocation of places in later courses or research study, and whether it satisfies the expectations of the almost totally exclusive academic membership of examination committees. Within courses, it has been judged by how well it meets the needs of those teaching. In more recent times it is judged in terms of how well it addresses the learning outcomes for a course
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