Benchmaking in Geography: Some implications for assessing dissertations in the undergraduate curriculum

Journal of Geography in Higher Education

Volumn 25, Issue 1, 2001, Pages 23-35

  Pepper, D ^a   Webster, F ^a   Jenkins, A ^a  

^a OXFORD BROOKES UNIVERSITY   (United Kingdom)

Author keywords

Assessment; Benchmarking; Dissertation; Geographical education.; Standards

Indexed keywords

ASSESSMENT METHOD; CURRICULUM; GEOGRAPHY EDUCATION;

UNITED KINGDOM;

EID: 0035069851     PISSN: 03098265     EISSN: None     Source Type: Journal    
DOI: 10.1080/03098260125099     Document Type: Article

References (20)

1. Variability in degree results in Geography in British Universities, 1973-1990: Preliminary results and policy implications
2. Could 'criteria' in quality assessments be classified as academic standards?
3. Understanding standards-based quality assurance. Part 1: Rationale and conceptual basis
4. Understanding standards-based quality assurance. Part 2: Nuts and bolts of the 'Dearing' policy framework
5. Benchmarking the outcomes of learning: A new approach to establishing threshold standards in subjects
6. Introduction to benchmarking
7. Graduateness and a core curriculum for Geography?
8. The role of the external examiner
9. Mass higher education and the search for standards: Reflections on some issues emerging from the graduate standards programme