Perceptions and Realities in the Functions and Processes of Assessment

Autor/inn/en	Taras, Maddalena; Davies, Mark S.
Titel	Perceptions and Realities in the Functions and Processes of Assessment
Quelle	In: Active Learning in Higher Education, 14 (2013) 1, S.51-61 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787412467128
Schlagwörter	Formative Evaluation; Summative Evaluation; Feedback (Response); Questionnaires; Higher Education; Self Evaluation (Groups) + Suchen Sie Ihr Suchwort? Fragebogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	Assessment is acknowledged as a central motivator for learning, as being perhaps the most difficult and arduous task for tutors, and also, a defining component of institutional quality, curriculum, courses and degrees. Therefore, given this, surely our understanding of terms, processes and their relationships, which reveal our knowledge of theories, practices and research, would be expected to be coherent and critically defensible. Yet, this study supports other literature that demonstrates that this is not the case. What to do about resolving theoretical and practical issues in assessment is perhaps a key challenge for education and educationalists. One problem is that it is often perceived as being the realm of specialists and for specialist journals, when the reality is that understanding assessment is central to everyone in education. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10