Assessment of student learning: The experience of two European institutions where outcomes-based assessment has been implemented

International Journal of Phytoremediation

Volumn 28, Issue 4, 2003, Pages 549-565

  Dodridge, Melvyn ^a   Kassinopoulos, Marios ^b  

^a UNIVERSITY OF DERBY   (United Kingdom)

^b HIGHER TECHNICAL INSTITUTE   (Cyprus)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748522152     PISSN: 15226514     EISSN: 15497879     Source Type: Journal    
DOI: 10.1080/0304379032000112861     Document Type: Article

References (10)

1. Angelo, T. A. (1995) American Society of Higher Education Bulletin, pp. 7-9.
2. Dodridge, M. (1999) Learning outcomes their assessment in higher education. IEE Engineering Science & Education Journal, 8, pp. 161-168.
3. Dodridge, M. (2002) Engineering programme design and specification—interpreting the engineering benchmark information. Learning, Teaching & Support Network (LTSN), www.ltsneng.ac.uk/downloads/benchmarkpapers/dodridge_web.pdf
4. Dodridge, M. (2000) Compensation and condonement: is this acceptable in outcomes based assessment?. Proceedings of the 3rd Working Conference on Engineering Education for the 21st Century, Sheffield
5. Dodridge, M. and Kassinopoulos, M. (2001) Accreditation under new SARTOR—a European experience.Oslo
6. (2000) BTEC Higher Nationals in Electrical/Electronic Engineering: Guidance Units (2000)-Annex D.
7. (1999) The Bologna Declaration. Joint Declaration of European Ministers of Education.BolognaItaly
8. Mouskou-Peck, A. (2001) Critical discussion on the different purposes of student assessment. Review—The Higher Technical Institute 2000-2001.NicosiaCyprus
9. (1998) Guidelines for preparing programme specifications.
10. (2000) Academic standards: subject benchmark statements—engineering.http://www.qaa.ac.uk/crntwork/benchmark/engineering.pdf