Why assessment is changing

Innovative Assessment in Higher Education

Volumn , Issue , 2006, Pages 11-22

  Gibbs, Graham ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917223487     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203969670     Document Type: Chapter

References (12)

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2. Entwistle, N. and Entwistle, D. (2003) Preparing for examinations: the interplay of memorising and understanding, and the development of knowledge objects. Higher Education Research and Development, 22, 1, pp. 19-41.
3. Gibbs, G., Lucas, L. and Simonite, V. (1996) Class size and student performance: 1984-94. Studies in Higher Education, 21, 3, pp. 261-73.
4. Innis, K. (1996) Diary Survey: how undergraduate full-time students spend their time, Leeds: Leeds Metropolitan University.
5. MacFarlane, B. (1992) The 'Thatcherite' generation of university degree results. Journal of Further and Higher Education, 16, pp. 60-70.
6. Miller, C. M. I. and Parlett, M. (1974) Up to the mark: a study of the examination game, Guildford: Society for Research into Higher Education.
7. Paton-Saltzberg, R. and Lindsay, R. (1993) The effects of paid employment on the academic performance of full-time students in higher education, Oxford: Oxford Polytechnic.
8. Scouler, K. M. and Prosser, M. (1994) Students' experience of studying for multiple choice question examinations. Studies in Higher Education, 19, 3, pp. 267-79.
9. Snyder, B. R. (1971) The hidden curriculum, Cambridge, MA: MIT Press.
10. Trigwell, K. and Ashwin, P. (2003) Undergraduate students' experience of learning at the University of Oxford, Oxford: Institute for the Advancement of University Learning.
11. Vos, P. (1991) Curriculum control of learning processes in higher education, Edinburgh: 13th International Forum on Higher Education of the European Association for Institutional Research.
12. Yorke, M. (2001) Formative assessment and its relevance to retention. Higher Education Research and Development, 20, 2, pp. 115-26.