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Issues of Teaching and Learning, 5(8)

Previous issues of this publication have explored aspects of the assessment of coursework at the undergraduate level. This issue focuses on an area in which there has been much less research and discussion in higher education: the assessment of theses and dissertations, including honours dissertations as well as master's and PhD theses. The following questions are considered in subsequent articles:

  • How do teachers 'qualify' to be an assessor of substantial research papers?
  • What assessment criteria are used and how are they interpreted?
  • What place is there for formative assessment?
  • How might assessment practices be improved?

What's Inside ITL

The Centre for the Advancement of Teaching and Learning (CATL) invites reader response. Responses advancing the scholarly debate of issues raised will be published in the Web version of that issue.
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