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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning and Teaching in Higher Education > Coursework Marks High, Examination Marks Low: discuss

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/14626
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Title: Coursework Marks High, Examination Marks Low: discuss
Authors: Bridges, Paul
Cooper, Angela
Evanson, Peter
Haines, Chris
Jenkins, Don
Scurry, David
Woolf, Harvey
Yorke, Mantz
Citation: Assessment & Evaluation in Higher Education 2002, 27(1): 35-48
Publisher: Routledge
Issue Date: 2002
URI: http://hdl.handle.net/2436/14626
DOI: 10.1080/02602930120105045
Additional Links: http://www.informaworld.com/smpp/rout~db=all
Abstract: It is commonly believed that the standard of student performance in coursework tends to be higher than that achieved in formal examinations. This view was tested by analysing undergraduate performances in six subjects at four UK universities. Two measures of relative coursework performance were employed. The first is the difference between the mean coursework and examination marks for each module. The second considers the proportion of students in each module who achieve a higher mark in the coursework than in the examination. The measures showed that in English and History coursework performances are slightly higher, equivalent to one-third of one honours class (or division) while, in Biology, Business Studies, Computer Studies and Law, coursework performances are higher by as much as two-thirds of one honours class (or division). The differences observed in the latter subjects are very significant and have serious implications for parity of treatment in degree programmes where students may choose modules with contrasting modes of assessment.
Type: Article
Language: en
Description: Metadata only
Keywords: Academic performance
Coursework
Examinations
Students
Undergraduate students
Higher education
Universities
ISSN: 02602938,1469297X
Appears in Collections: Learning and Teaching in Higher Education

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