Literaturnachweis - Detailanzeige
Autor/inn/en | Boud, David; Falchikov, Nancy |
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Titel | Aligning Assessment with Long-Term Learning. Special Issue: Learning-Oriented Assessment: Principles and Practice |
Quelle | In: Assessment & Evaluation in Higher Education, 31 (2006) 4, S.399-413 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0260-2938 |
Schlagwörter | College Students; Educational Change; Feedback; Lifelong Learning; Achievement; Student Evaluation; Higher Education; Formative Evaluation; Summative Evaluation; Foreign Countries; Evaluation Methods; Relevance (Education); Self Evaluation (Individuals); United Kingdom |
Abstract | Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short-term focus must be balanced against a longer-term emphasis for learning-oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end. (Author). |
Anmerkungen | Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |