The benefits of students learning about critical evaluation rather than being summatively judged

Assessment and Evaluation in Higher Education

Volumn 29, Issue 3, 2004, Pages 370-378

  Smyth, Karen ^a  

^a QUEEN'S UNIVERSITY BELFAST   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745055930     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/0260293042000197609     Document Type: Article

References (7)

1. Boud, D. (1995) Assessment and learning: contradictory or complementary? in: P. Knight (Ed.) Assessment for learning in higher education (London, Kogan Page), 35-48.
2. Crème, P. (1995) Assessing "seminar" work: students as teachers, in: P. Knight (Ed.) Assessment for learning in higher education (London, Kogan Page), 137-146.
3. Harris, D. & Bell, C. (1990) Evaluating and assessing for learning (revised edn) (London, Kogan Page).
4. Johnson, R. (1999) Helping students to understand and use assessment for learning, in: S. Avery, C. Bryan & G. Wisker (Eds) Innovations in teaching English and textual studies, SEDA Paper No. 108 (Birmingham, Staff and Educational Development Association), 181-197.
5. Paulsen, M. & Feldman, K. (2000) Taking teaching seriously: meeting the challenge of instructional improvement, ASHE-ERIC Higher Education Report No. 2 (Washington DC, George Washington University).
6. Race, P. (1993) Never mind the teaching feel the learning, SEDA Paper No. 80 (Birmingham, Staff and Educational Development Association).
7. Race, P. & Brown, S. (1988) Changing assessment to improve learning, in: P. Race The lecturer's toolkit (London, Kogan Page), 51-78.