Assessment thresholds for academic staff: constructive alignment and differentiation of standards

Assessment and Evaluation in Higher Education

Volumn 45, Issue 7, 2020, Pages 1016-1030

  Simper, Natalie ^a  

^a MONASH UNIVERSITY   (Australia)

Author keywords

Assessment literacy; collaboration; constructive alignment; performance criteria; professional development

Indexed keywords

EID: 85079173326     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2020.1718600     Document Type: Article

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