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ERIC Number: EJ1085796
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 86
ISBN: N/A
ISSN: ISSN-0260-2938
Assessment in Higher Education: Drivers, Barriers and Directions for Change in the UK
Medland, Emma
Assessment & Evaluation in Higher Education, v41 n1 p81-96 2016
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.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom