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Assessment in higher education: drivers, barriers and directions for change in the UK

Medland, EL (2014) Assessment in higher education: drivers, barriers and directions for change in the UK Assessment and Evaluation in Higher Education, 41 (1). pp. 81-96.

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Abstract

Assessment is fundamental to student learning and achievement. However, whilst research consistently emphasises the role of assessment in supporting the development of the learner, the reality of assessment processes and practices in higher education is frequently indicated to fall someway short. This article aims to contribute to a shared understanding of the discourse surrounding assessment in higher education in the UK, and presents a synopsis of the role of assessment in curriculum change. Key drivers for change, the inhibitory role of the dominant discourse of assessment and suggestions for future development towards an assessment for learning culture, are considered as a means of giving greater prioritisation to assessment than is currently afforded.

Item Type: Article
Subjects : Higher Education
Divisions : Department of Higher Education
Authors :
AuthorsEmailORCID
Medland, ELUNSPECIFIEDUNSPECIFIED
Date : 21 November 2014
Identification Number : 10.1080/02602938.2014.982072
Copyright Disclaimer : © 2014 Taylor & Francis
Uncontrolled Keywords : assessment; higher education; assessment for learning culture; testing culture; dominant discourse
Depositing User : Symplectic Elements
Date Deposited : 05 Aug 2016 09:05
Last Modified : 15 Nov 2016 12:12
URI: http://epubs.surrey.ac.uk/id/eprint/811321

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