Youenn Leborgne's Library tagged OA_MSc →  View Popular

Invite key: edinburgh
Name: Youenn Leborgne
Email: youenn.leborgne@ed.ac.uk

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e-learning assessment reference OA_MSc resource

Notions and references:
formative assessment, feedback, self-regulation , self-assessment, autonomy, reflection, peer instruction, vote, confidence testing, time on task

References about the 7 principles of good feedback practice in relation to learner self-regulation.
References about 11 conditions under which assessment supports student learning.

The concepts of self-regulated learning and academic success are central to this paper.

Starting assumption is that students are already engaged in self-regulation but that some students are better at self-regulation than others.

Two case studies showing how ICT can support the development of learner self-regulation. Also provided are some illustrative examples of how learner self-regulation might be supported using multiple-choice tests.

For each case study, outline of mapping between the new settings and the 7 principles.

Example 1: psychology

Task questions are progressively more difficult, responses move from individual to group response and a model answer for comparison at each stage.
Opportunities for constructive formative assessment (scaffolding) linked to supportive peer discussion.

Students positive about experience (collaboration, self-confidence, understanding)

Findings have given them the confidence to propose a radical redesign of the 1st-year class

Example 2: mechanical engineering

Active-learning sessions

Peer-instruction: a form of Socratic Dialogue or ‘teaching by questioning'
Typically:
- teacher briefly explains concept
- MCQ by EVS
- "convince your neighbour that you have the right answer"
- retest or class-wide discussion
- teacher clarifies correct answer

Alternatives:
1: "just-in-time-teaching"
- MCQ: show areas of weakness
- focus of the EVS session is based on these areas of weakness
2
- confidence testing (CBM): students engage in metacognitive thinking

Huge success

More power when assessment principles underpin implementation (as in EVS) and when the implementation blends online/offline interactions (as with just-in-time-teach

eric.ed.gov/...detailmini.jsp - Preview

e-learning OA_MSc self peer collaboration assessment reflection feedback tool

There is probably more bad practice and ignorance of significant issues in the area of assessment than in any other aspect of higher education.

We see that we must see both summative and formative aspects of assessment together, at all times.

Every act of assessment gives a message to students about what they should be learning and how they should go about it.

Assessment can encourage passive, reproductive forms of learning while simultaneously hiding the inadequate understanding to which such forms of learning inevitably lead.

Very little attention has been given to the compounding effects of ssessment even when we know that it is the total array of demands in a given period which influences how each one is tackled.

We should develop assessment procedures of high consequential validity

Well-designed assessment practices should be oriented around the key concepts and ideas that students should be able to deal with

The stages of development which illustrates the evolution of our ideas are given details of.

Good assessment now is that which both closely reflects desired learning outcomes and in which the process of assessment has a directly beneficial influence on the learning process

We need to look at the impact of the total package of learning and assessment and not simply at fragments of assessment.

In the holistic conception, the traditional power relationships between student and assessor must be challenged.
This power relationship combined with the judgement vocabulary used in assessing can profoundly absuse learners as it is often hard to make the disctinction between judgement about the work and judgement about the person.
- give descriptive and elaborate feedback which stays away from categorical/"final" statements and language which can abuse students
- shift away from assessment which occurs only at the end of the period of study or which doesn't allow for a response

Notions:
Assessment interpretation, outcomes, consequences, language
Consequential validity

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e-learning assessment OA_MSc feedback

Notions:
accessibility, assessment, design, attitudes, tool, participation, élitism

A MUST

Under-representation of people with disabilities in HE is the consequence of attitudinal and environmental barriers, within and external to higher education

Little understanding about how disabled students experience assessment nor of its effects on them

Assessment practices are designed, picked from a huge amount of alternatives. Yet, they don't take account of the variety of ways people learn

Participants in the study had by far the most difficulties in the domain of attitudinal change

Final exams, build-in environment and getting lecture notes are particularly problematic
Competitive individualism intrinsic to an assessment structure: a way of excluding disabled students and an anti-learning mechanism

The removal of a practice (note provision) from its proper structural position to the position of a private ‘grace and favour’ arrangement reinforces perceptions of disabled students as objects of charity and nuisances

Assistive technology

Dyslexia sometimes perceived as a strategy to confer unfair advantages

** List of strategies participants used to cope **

Limited range of assessment practices
Assessment always leads to learning: What kind of learning?
Alternative assessment
Taken-for-granted nature of the assessment mode makes it easy to explain under/achievement in terms of individual deficit rather than unjust and partial practice
Emphasing understanding rather than rote learning would be more appropriate with HE's goals

The excellence movement in education is fundamentally concerned with "how to exclude rather than with how to include"

** 5 ways to improve formative assessment are listed **

More inclusive assessment practices would be of benefit to all
The creative and inclusive nature of assessment developments in the special education sector has much to contribute to mainstream education practices

Reappraisal of scholarship to include not just the traditional research model

www.springerlink.com/...l041x0353305866t - Preview

e-learning design assessment OA_MSc accessibility tool social community

Notions:
accessibility, assessment, inclusiveness, activity

Individuals should be able to engage to their full potential

Difference between accessibility and inclusiveness is explained

There's no one-size fits all solutions to these issues
The greater the variety in assessment methods, the greater the chance to meet a wide range of students' needs

In the UK, almost 5% of all enrolled students have some form of disability

A list of broad groups of disabilities is given with potential consequences on assessment.
The Obsessive Compulsive Disorders section is of personal importance

All students benefit from clear written instructions and questions that are written simply and clearly.

Carefully judge the equivalence and validity of your modified or alternative assessment against learning outcomes and assessment criteria

5 ways of making assessment inclusive and accessible are listed and ** very interesting suggestions ** are given for each:

1. Inclusive design:
Involves the design stage, consists of increasing clarity, etc. (everyone benefits from it)

2. Universal design (multiple formats):
Being flexible with the assessment modes. Technology makes it easier and everyone benefits from it (accomodates various preferred learning styles)

3. Adjustments and adaptations
Same assessment - different methods

4. Additional arrangements
Making changes to the physical environment, providing additional tools, etc. (involves planning and being aware of administrative problems)

5. Alternative assessments
Assessment doesn't have to be identical - but equal
Sometimes, only alternatives can make an assessment accessible. Why not make it available to all students?

*** Guide tables about (generic as well as very specific) possible accomodations to both various assessment modes and disabilities ***

The Needs Assessment is done by specialist staff

www.vle.ed.ac.uk/...ntPageTargetedResource.dowebct - Preview

e-learning design accessibility assessment OA_MSc tool

Notions:
accessibility, disability, assessment

A marked increase in the proportion of disabled students participating in higher education

Support for disabled students has expanded and is now managed through centralised support units. In line with disability equality legislation, lecturers are expected to make reasonable and anticipatory adjustments to curriculum, pedagogy and assessment practices and students are legally entitled to these adjustments
=>
Although lecturers are generally supportive of disabled students, they sometimes feel overwhelmed by requests for individualised adjustments and unsure about the balancebetween maintaining academic standards and accommodating the needs of disabled students

The adjustments which were made tended to be limited and formulaic, particularly in the area of assessment
=>
The development of inclusive and flexible curricula would require fewer adjustments to be made and would ensure fairness for all whilst ensuring the maintenance of academic standards

Disclosure and acceptance of the label of disability was problematic for some students, especially those with unseen impairments
=>
Better communication between and within central services and academic departments would ensure more effective support for all disabled students, not just those who contact the disability support office

Disabled students are a heterogeneous group and experiences and outcomes are variably linked to the nature of the student’s impairment
=>
More effective monitoring of the experiences and outcomes of disabled students by impairment should lead to more effective support for those most at risk of academic failure

www.tlrp.org/...1395 - Preview

e-learning design accessibility assessment OA_MSc

Notions:
inclusivity, accessibility, engagement, connections, identity, conceptions of and approaches to teaching, design

Students value teaching that recognises their individual academic and social identities and that addresses their particular learning needs.
=>
University teachers need to develop inclusive pedagogic practices and curricula that takeaccount of the diverse interests and needs of students in each class.

The dominant notion of traditional and non-traditional students creates over-simplistic understandings which limit the development of inclusive, engaging teaching.
=>
Academic developers should help create a more sophisticated understanding of diversity that reflects students’ range of social, culturaland educational backgrounds.

University systems designed to assure quality and maximise the economic efficiency of teaching constrain teachers’ capacity to create inclusive pedagogies.
=>
University leaders need to ensure that systems do not limit the learning of students from diverse cultural, social and educational backgrounds.

www.tlrp.org/...Hockings%20RB%2041%20FINAL.pdf - Preview

e-learning design OA_MSc accessibility connections self

Notions:
accessibility, assessment design

“Stop adopting practices which predominantly focus on adjustments and start thinking about inclusive curriculum and assessment design which offer all students choices that align with their abilities.”

The essays cover a good range, some primarily inspirational, but most dealing with specific application issues—from student learning, through assessment to staff development, with useful asides on virtual learning and multimedia, placements and fieldwork, postgraduate study and professional training.

The d/D does not, it seems, indicate a secondary interest in stuttering, but is a device for inclusively referring to “the Deaf ” who regard themselves as a distinctive cultural/linguistic minority, and “the deaf” who—through the use of signing, lip-reading and so on—regard themselves as integrated with the hearing community

No more than one-sixth (3% out of 19%) of the disabled population currently study for degrees.

Variations in the form of a test are virtually certain to increase variability in outcomes, so reducing the reliability and discriminative capability of the assessment as a whole

** Enthusiasm for removing barriers can make us forget that many stakeholders (employers, for example) primarily value assessments as discriminators: precisely the function that is undermined by excessive enthusiasm for “flexibility” **

www.ingentaconnect.com/...art00016 - Preview

e-learning design OA_MSc accessibility assessment

Notions:
confidence, certainty, MCQ, reliability, reflection, formative, self

Their author used them mostly for formative tests and pre-exam revisions. To encourage self-assessment early in the year alongside coursework, they use follow-up tests that are closely tied to specific practicals or classes

Students see it as helpful and fair

Lucky guesses aren't knowledge and it's incorrect and inefficient to mark an assessment as if it were. Worse, it encourages sloppy habits of thought in students

CBM rewards those who can distinguish their more reliable and less reliable answers. It places a premium on being able to think through a thorough justification for an answer, and it rewards reflection that leads to the conclusion that an answer is less certain than initially thought

CBM aren't ideal and should probably not be used as a sole form of assessment. But in large classes, where there is critical core material (medicine for eg.), they're very helpful for substantial component of assessment (particularly of self-assessment to support learning). Other forms of assessment can stimulate deeper-learning (by being more probing) but can be more difficult to set up on a large scale. Best to use CBM + other forms of assessment

1. Objective testing need NOT simply test factual knowledge and encourage rote learning.
2. Objective testing is for some (not all) purposes BETTER assessment than essays or problems.
3. The notion that you should use 'modern' question formats like single-best-answeror extended matching questions rather than 'outdated' True/False questions is often generalised far beyond any valid supporting evidence we know of. T/F questions are often BEST PRACTICE.
4. It is (common) BAD PRACTICE to include a 'Don't Know' option with T/F or Best-Option Qs.

List of common wrong opinions about objective tests is given

** List of specific staff reactions to CBM and answers from the authors **

www.ucl.ac.uk/REAP_CBM.htm - Preview

e-learning assessment OA_MSc e-test tool

Objective: no judgement has to be made on the correctness or otherwise of an answer at the time of marking. Only as objective as the test’s designer makes it.

Saves marking time and make more regular assessment possible

Possible to assess a wide range of knowledge (social sciences, humanities, etc. too)

Well suited to certain tasks:
- test on wide range of materials, provide feedback
- questions that are constructed imaginatively can challenge students and test higher learning levels.

Limits:
- can't assess ability to communicate, construct arguments, ...
- care must be taken to avoid decontextualisation
- wise to use it with other assessment methods

Can be used in a number of ways:
- diagnostic
- self-assessment
- formative assessment
- summative assessment

** Advantages and disadvantages of objective testing are listed **

All 6 levels of Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) can be tested through objective tests

Objective tests can test across a wide range of knowledge and abilities; however, designing questions to test higher order skills can be time-consuming and requires skill and creativity.
It is important to determine where and how objective tests can be used most productively and effectively within a given course/module.

www.informaworld.com/...le~content=g728540026~tab=send - Preview

e-learning assessment OA_MSC e-test tool

Notions:
collaboration, digital immigrants, natives, traditional assessment, activities, PLEs

List of problems with traditional assessment methods and with regards to current change in our personal lives

Traditional assessment is expensive, inflexible, prompts memorisation, time-consuming for staffs, individualistic and perceived by students as something external to them.
E-systems mostly imitate traditional systems but online, holding back progress in assessment.

Some considerations of web 2.0 for assessment:
- user-generated content
- power of the crowd (knowledgeable users can sometimes make better decisions than individual experts)
- architecture of participation: easy to use tools, improving as more people use them
- openness (free sharing of information and resources)

Biggest problem is the opposition between digital immigrants and digital natives

** Characteristics of digital natives with respect to their learning styles **

** Characteristics of assessment 2.0 **

** List of web 2.0 tools suited to the characteristics of assessment 2.0 **

Assessment could provide real challenges using real tools

Web 2.0 is collaborative, inexpensive, easy to maintain, very scaleable

Older students and teachers aren't using web 2.0 services routinely.

Considerations about the future

If education is to change, that change has to be led by the assessment system

www.scribd.com/...Assessment-20 - Preview

e-learning collaboration personal assessment IDEL_MSc OA_MSc tool

Notions:
EVS, MCQs, self-regulation, peer

A key message is that the power of MCQs (to enhance learning) is not increased merely by better test construction. Power is also achieved by manipulating the context within which these tests are used.

List of limitations to MCQs: better for lower-order skills (?) limited feedback, recognition rather than construction of answer, no role for students setting the goals and standards

The 7 principles of good feedback practice framework provide a clear lens through which to design and evaluate practice

Applying the 7 principles in relation to MCQs:
1. Clarifying goals, criteria and standards
Having students construct the tests themselves
2. Self-assessment and reflection
Administering MCQ in an open-book situation (quality of the questions particularly important). CBM can be used to increase reflection
3. Delivers high-quality feedback
Enhacing MCQ feedback by relating it to other classroom activities
4. Encourages dialogue around learning
Having students work in small groups to construct tests or to comments on tests. Having students to discuss their answer as they're taking the test or to initiate a class discussion of answers to tests
5. Feedback and motivation
Repeating opportunities to take MCQ tests (highly motivating). Motivation further enhanced when this formative procedure is linked to later summative tests of a similar format
6. Closing the gap
Repeating MCQ tests until a satisfactory performance is reached
6. Feedback shaping teaching
MCQs might be presented before students come to a lecture and even linked to homework assignments. The teacher then use the results of tests to identify areas of learning difficulty and to decide where to focus teaching effort in class or in further online tasks (form of "just-in-time teaching")

** Highly interesting list of case studies discussed against those 7 principles **

Increased power can be leveraged from MCQs when they are linked to a clear pedagogical goal and implemented in relation to a coherent set of principles

www.informaworld.com/...a772826527~db=all~jumptype=rss - Preview

e-learning assessment self peer collaboration OA_MSc feedback tool

Notions:
formative, summative, MCQs, self-assessment, connections

** Gives very interesting practical information **

More students, higher diversity, less resources, more support needed for students having higher expectations about formative feedback, especially because of other commitments (job, ...)

Changes implemented in a first year Biology course:

- summative and formative weekly quizzes
Commercial product has saved time and money
Benefits: instant feedback, control over order of questions, preference towards questions including diagrams, photo or graphs, multiple choice format, quick to complete

- mock exam to clarify what good performance is
Paper-based, marked by students in their own time from paper-based or web-based info, enter their answers in the web-based version which gives them feedback (helps them identify their understanding, which in turn might indicate the need for some remedial action). Depending on mark, they might be encouraged to use web-based revision materials

- self-assessment modules (SAMs) designed to draw together related parts of a course to help students make connections between topics and to promote a deeper learning strategy through feedback and reinforcement
Each SAM tests on 4 level of understanding of increasing difficulty, with students comparing their work with sample answers.
At the beginning of each SAM, students are directed to a statement of educational rationale (value of self-assessment mainly) and are informed of what each level is testing. They're encouraged to reflect on their experience.
Benefits: being able to choose the level of difficulty, receiving formative feedback even if they quit the module before the end, helps in revising, in understanding the material (especially for level 1 and 2 more concerned with content itself), in indicating areas of improvement, offering diagrams of ideas and being a different approach than the textbook, *relating concepts*

Mix of formative and summative assessment is recommended

(Most materials mentionned are accessible

www3.interscience.wiley.com/...abstract - Preview

e-learning self assessment connections tool OA_MSc feedback

Notions:
objective testing, norm-referenced, criterion-referenced, diagnostic, summative, formative, validity, reliability

Criterion-referenced assessment: teacher predetermine the acceptable standard that must be reached
Norm-referenced assessment: compares the performance of students agains others in the cohort (relative ranking is important)

Diagnostic assessment: undertaken before learning has occured to identify knowledge and skill level of students so as to adapt learning acivities.

Formative assessment is inseparable from teaching and provide useful feedback to individual students at a critical point in the learning process (collaboration is beneficial)

Test reliability: a test is reliable if it is consistent within itself and across time
Test validity: the degree to which the test actually measures what it claims to measure

Types of objective tests: text input, numeric input, true/false, MCQ, hot spot, ...

One issue that frequently arises when online assessments tasks are marked is that of relative or comparative equivalence in different student responses (eg: when asked to fill in the blanks)

Objective tests provide a number of practical advantages t oboth student and teacher

** List of a several examples of the use of e-assessment applications that test higer order capabilities **

** List of many of the common forms of e-assessment item types **

www.continuumbooks.com/...detail.aspx - Preview

e-learning e-test assessment OA_MSc feedback tool

Notions:
sustainable assessment, lifelong, long-term, participation, community of practice, constructive alignment, feedback, peer, collaboration, formal, informal, context

HE must equip students to learn beyond the academy once it's no longer available

A few limitations of both summative and formative assessment are identified
Ability to be an effective assessor of learning is central to sustainable assessment

Assessment tasks often emphasise problem solutions rather than problem formulation
Students are discouraged from working collaboratively
A few negative influences of assessment on students' behaviours are identified
Need for learners to identify for themselves what they need to learn

Formal features can be identified in what is otherwise taken as informal learning and vice-versa
Sustainable assessment is a way of building on summative and formative assessment to foster longer-term goals

Participating in communities of practice can be a helpful way of viewing students as learners
Learning in educational settings tends to be decontextualised (stark contrast to learning in work and life)

Points to be taken into account for making assessment practices more sustainable:
- importance of a standards-based framework to enabled students to view their own work in the light of acceptable practice
- belief by teachers that all students can succeed
- belief to foster confidence about students' capacity as learners because their beliefs about this affect achievement
- need to consider seperating comments from grades because grades distract from engaging with feedback
- need to focus assessment on learning rather than performance
- vital role of the development of self-assessment abilities
- encouragement of reflective assessment with peers
- ensuring that comments on assessment tasks are actually used to influence further learning

** List of illustrations of thinking about everyday practices that emphasise preparation for learning that is socially constructed, participative, embedded, contextualised **

www.informaworld.com/...tent~content=a747644284~db=all - Preview

e-learning OA_MSc assessment peer community collaboration social context feedback

Notions:
summative, formative, cumulative, assessment, feedback

The numerous challenges and conflicting goals of the twin functions of assessment, that is, Assessment OF learning (often referred to as 'summative' assessment) and assessment FOR learning (often referred to as 'formative' assessment).

Strategies:
- feedfoward assessments
- cumulative coursework
- better understood expectations and standards
- speedier feedback

www.enhancementthemes.ac.uk/publications - Preview

e-learning assessment OA_MSc feedback

Notions:
assessment, feedback

We should design assessment, first, to support worthwhile learning, and worry about reliability later

What inluences students most is not the teaching but the assessment.

Students tend to gain higher marks from coursework assignments than from examinations. Courseworks are a better predicator of long term learning. They don't have to be marked to generate the necessary learning.

The trick when designing assessment regimes is to generate engagement with learning tasks without generating piles of marking.

Frequent assignments and detailed (written) feedback are central to student learning.

The most powerful single influence is feedback.

Unlike feedback, grades are often perceived as personal judgement.
In the absence of marks, students read feedback much more carefully and use it to guide their learning.

A. Inluences of assessment on the volume, focus and quality of studying

Conditions:

1. Suficient assessed tasks are provided for students to capture suficient study time
2. These tasks are engaged with by students, orienting them to allocate appropriate amounts of time and effort to the most important aspects of the course
3. Tackling the assessed task engages students in productive learning activity of an appropriate kind

B. The inluence of feedback on learning

Conditions:

4. Suficient feedback is provided, both often enough and in enough detail
5. The feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics
6. The feedback is timely in that it is received by students while it still matters to them and in time for them to pay attention to further learning or receive further assistance
7. Feedback is appropriate to the purpose of the assignment and to its criteria for success
8. Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing
9. Feedback is received and attended to
10. Feedback is acted upon by the student

resources.glos.ac.uk/...index.cfm - Preview

e-learning assessment OA_MSc feedback

Notions:
assessment, feedback, collaboration, constructivism

3 main dichotomies/classifications of assessment:
- positivist and interepretivist approaches
- formative and summative assessment ("feedback" and "feedout")
- process and product

Characteristics of constructivist teaching and learning are given.

** Characteristics of the on-line Masters programme in primary health care are detailed **

1. Integrating assessment and online collaborative learning processes

The emphasis in "third generation" distance education is on learning as a social process, involving active construction of new knowledge and understandings through group interaction and peer discussion.

** List of theoretical assumptions and perspectives on collaborative learning**

The course design places the collaborative learning experience at the heart of each study unit:
- At first, students study individually
- They then take part in a virtual seminar, including some peer assessment
- They finally take the assignment

The involvement in peer assessment is an important component of the online discussion:
- by looking at some other's attempt at a task, students learn from their own attempts
- they develop lifelong learning skills
- it helps them understand how assessment work

To prompt students into exchanging, discussions are allocated 10% of the assessment.

2. Feedback in the online environment

Feedback has an ‘extraordinarily large and consistently positive’ effect on student learning.

Partly occurs through the online discussions. Also opportunities for personalised one-to-one student/tutor, students/students and tutors/tutors communication.

** List of conditions under which feedback supports learning **

Dangers of overload

www.informaworld.com/...t=a747644280~db=all~order=page - Preview

e-learning assessment peer social collaboration OA_MSc feedback

Notions:
summative, formative, assessment, forward-looking feedback, peer learning

Assessment in Hong Kong has generally been characterized as examination-oriented.

Part 1: a framework for "learning-oriented assessment"

Learning-oriented assessment applicable to both summative and formative assessment.
Learning-oriented assessment is about putting learning at the centre of assessment and reconfiguring assessment design so that the learning function is emphasized.

Its components are:
- assessment tasks as learning tasks
- student involvement in assessment processes
- forward-looking feedback

Part 2: implementation of this framework on a multimedia and web authoring module

The module focused on learning about multimedia and how to develop a web site for educational purposes.

The module was taught using blended learning (i.e., a combination of face-to-face learning with online learning) and emphasized peer learning and project-based learning.

4 assessments to distribute students' efforts evenly:
- online discussion (15%)
- reflective journal (15%)
- group project (40%)
- exam (30%)
Multiple assessment strategies to cater to the individual differences of the students.

Emphasis on forward-looking feedback (from tutor and peers)

Evaluation:

Positive responses to peer learning
Potential of project-based learning well understood

we believe it more worthwhile to emphasize the learning potential of peer feedback processes rather than whether peer grading is involved or not.

Assessment load was too heavy.

eric.ed.gov/...detailmini.jsp - Preview

e-learning assessment peer OA_MSc feedback

Evidence that student learning is related to engagement in tasks and in communities of practice, in a variety of networks and to the amount and quality of interchanges with others
Strongest influence on learning is surely the assessment procedures

High stakes assessments have trouble with the complex ambitions of higher education curricula and may actually impede them. To compound matters, it should be understood that summative assessment may not be able to deliver what it is widely supposed to.

Reasons why summative assessment can't be completely trusted

One of which is that grades are silent about the learning processes that were applied and that those processes are key to the quality of the knowledge gained and to, among other things, this learn may be transferable to other settings

Responses to those shortcomings:

1. If higher education restricted feedout to achievements about which affordable, reliable and fair judgements could be made, then this narrowing of the range would be a basis from which to work at encouraging shared understandings, and be a release from expensive attempts to do the impossible.

2. There is a need for systems of formative assessment that engage students with feedback about their work in order to signal what else is valued in the curriculum, what might count as fair evidence of achievement in those terms, and to indicate directions for further learning.

3. Higher education institutions may be ill advised to provide feedout about many achievements that are of interest to employers and other stakeholders, but that does not mean that they ought not to help those stakeholders to make judgements about students’ achievements in such areas. Since formative assessment would help students to recognise their achievements, they would be in a position to make their own claims to things that higher education institutions did not warrant....

Notions:
Summative assessment, consequential validity, learning processes

www.informaworld.com/...t=a713696275~db=all~order=page - Preview

e-learning assessment OA_MSc feedback