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ERIC Number: EJ1009222
Record Type: Journal
Publication Date: 2013
Pages: 23
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0260-2938
A Study of Sustainable Assessment Theory in Higher Education Tutorials
Beck, Robert J.; Skinner, William F.; Schwabrow, Lynsey A.
Assessment & Evaluation in Higher Education, v38 n3 p326-348 2013
A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A