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Cited by 430

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Assessment for Learning: The differing perceptions of tutors and students

Open access
MacLellan, Effie·2001·Assessment & Evaluation in Higher Education
DOI 10.1080/02602930120063466
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Abstract

The purpose of this study was to describe assessment practices as these were experienced by tutors and students in one higher education establishment. Eighty members of faculty staff (80% return) and 130 3rd-year undergraduates (100% return) completed a 40-item questionnaire on their experiences of assessment. The questionnaire included items on the purpose of assessment, the nature and demand level of the tasks which were assessed, the timing of assessment and the procedures for marking and reporting. Statistical analyses of the data showed that there was a significant difference of perception between the two groups. These results are discussed in terms of alternative theoretical models of assessment and suggest that while staff declared a commitment to the formative purposes of assessment and maintained that the full range of learning was frequently assessed, they engaged in practices which militated against formative assessment and authentic assessment being fully realised.

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Metadata

Authors
MacLellan, E.
Venue
Assessment & Evaluation in Higher Education
Publisher
Informa UK Limited
Published
2001-08
Volume
26
Issue
4
Pages
307-318
ISSN
  • 0260-2938 (ISSN-L)
  • 1469-297X
DOI
10.1080/02602930120063466
OpenAlex
W2010436246
Cited by
430
References
3
FWCI
20.76
Type
journal article
Language
en
Open access
green

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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