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Asghar, Mandy – Journal of Further and Higher Education, 2012
Higher education institutional assessment policy is dominated by summative assessment regulation, with little emphasis on the role of formative assessment to improve student learning. Yet the challenge for academics is to integrate more formative assessment practice into what many see as already overloaded curricula. It is questionable whether…
Descriptors: Communities of Practice, Institutional Evaluation, Opinions, Formative Evaluation