Abstract
This article reviews the findings of a small-scale investigation into the criteria used by a number of SACWG departments for assessing final-year project modules in business and history and other written history assignments. The findings provide the basis for a broader discussion of the issues relating to the formulation and use of assessment criteria. Assessment entails academics making professional judgements about the standards and quality of students' work. However, for the educational value of the work entailed in developing assessment criteria to be fully realized, there needs to be a higher level of shared understanding than currently exists (among students, tutors and other stakeholders) of the language in which criteria are couched and the ways in which criteria are applied.Citation
Assessment & Evaluation in Higher Education, 29 (4): 479-493Publisher
Routledge (Taylor & Francis)Journal
Assessment & Evaluation in Higher EducationType
Journal articleLanguage
enISSN
026029381469297X
ae974a485f413a2113503eed53cd6c53
10.1080/02602930310001689046