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Page Information : Thorns of Assessment
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Centre for the Advancement of Teaching and Learning
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Thorns of Assessment
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Page ID: 31297
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| Short Page Name | Thorns of Assessment |
| Description |
What do you think and feel when you hear the word 'assessment'? Few would claim feeling pure joy, but how many would rather put off thinking about it if they possibly could? Why is assessment often seen as a 'necessary evil' in formal education? Perhaps looking at some of the thorny issues related to assessment might shed some light on how to utilize this essential process to make it become a more interesting and rewarding experience for both the teacher and the taught. We briefly looked at the grading aspect of assessment previously (ITL, 1998), and in this edition we explore some of the other aspects.
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abilities students marking unit assignments 1987 rowntree provide student ability question markers even feedback among marks different lewis inclusive london kogan page learning should freeman sufficient implementing peer out courses grades determining course assessments appropriate write backgrounds speak effectively done participation fluently since examinations making towards graded moving uwa participate responsibilities p.4 tries encounter endorsed human concept assess language determine actively final it instance evaluated mastery answering questions less first answer concern academics stressful planning assessing shall know 1-4 april continuous teaching primary academia awarding degree generic skills knowledge percentage discipline-specific e.g critical end-of-semester reflection addresses literature considered according culturally included allow prompt formative load individual lecturers reduces varied approaches unfair objectives single result easy hard whilst tutors summative practice develop indicate opportunities balance between providing educational overloading purposes tests dividing work sound staff person aims reluctance judge peers strategy associated university difficulties suggestions co-ordinator responsible struck ultimately lecturer successfully given point p.128 criterion-referencing solutions problems moderation role subjectivity play evoke intriguing number 1988 means cost-effective puzzles type grade
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http://www.catl.uwa.edu.au/page/31297
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http://www.catl.uwa.edu.au/page/31297
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Publications
Issues of Teaching & Learning
Volume 5 1999 - Issues of Teaching & Learning
Issues of Teaching and Learning, 5(4)
Thorns of Assessment
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Copyright 2009, Legal Services, The University of Western Australia
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| Page History |
Today's Date is Tuesday, 24th November 2009 |
| Create Date |
Mon, 27 Oct 2003 15:08:31 +0800
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| Content Last Edited |
Mon, 27 Oct 2003 15:27:45 +0800
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Mon, 27 Oct 2003 15:27:45 +0800
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