Transforming Student Assessment to Liberate Pedagogy

Thompson, DG; Bamford, AK

Transforming Student Assessment to Liberate Pedagogy

Thompson, DG

Bamford, AK

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Publisher:: Cyber Text
Publication Type:: Journal Article
Citation:: Snapshots - Journal of Innovation in Education, 2005, 3 (2), pp. 17 - 21
Issue Date:: 2005-01

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Full metadata record

Field	Value	Language
dc.contributor.author	Thompson, DG https://orcid.org/0000-0002-6178-2873	en_US
dc.contributor.author	Bamford, AK	en_US
dc.date.issued	2005-01	en_US
dc.identifier.citation	Snapshots - Journal of Innovation in Education, 2005, 3 (2), pp. 17 - 21	en_US
dc.identifier.issn	1740-7737	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5941
dc.description.abstract	Current modes of assessment offer little information about the development of the range of attributes required for a changing world and workplace. Despite transformations in curriculum and the greater emphasis on creative approaches, quality teaching learning and critical thinking, assessment regimes have remained largely unchanged.	en_US
dc.publisher	Cyber Text	en_US
dc.relation.ispartof	Snapshots - Journal of Innovation in Education	en_US
dc.title	Transforming Student Assessment to Liberate Pedagogy	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	3	en_US
utslib.for	1399 Other Education	en_US
dc.location.activity	Perth, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.volume	3	en_US

Abstract:

Current modes of assessment offer little information about the development of the range of attributes required for a changing world and workplace. Despite transformations in curriculum and the greater emphasis on creative approaches, quality teaching learning and critical thinking, assessment regimes have remained largely unchanged.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/5941